Inquiry in Science and in Classrooms

The Nature of Human Inquiry

Humans are innately curious, as anyone knows who has watched a newborn. From birth, children employ trial-and-error techniques to learn about the world around them. As children and as adults, when faced with an unknown situation, we try to determine what is happening and predict what will happen next. We reflect on the world around us by observing, gathering, assembling, and synthesizing information. We develop and use tools to measure and observe as well as to analyze information and create models. We check and re-check what we think will happen and compare results to what we already know. We change our ideas based on what we learn.

This section explains the facts that every teacher needs to remember, that everyone asks questions and we work toward figuring out the answers. As a future teacher I need to take the time to listen to my students and use these questions as teachable moments. Even if I do not know the answers to all the questions that are being asked (which will most likely happen more than I would like to admit) I need to work with them to find the answers, and then it will continue to lead to more questions. Again this will not be for science lessons alone, but it can and should be used in all the lessons throughout the school day. Without having the students speak out about their thoughts and ideas then they won't be as interested to continue their experience learning and researching and working towards furthering their education. This could lead them to finding out something new after the lesson has "completed" in the classroom, but then they are able to continue it at home and possibly even longer after that. I must continue to question the students' ideas to keep them moving forward with research and their own unique ideas, beliefs, and thoughts.