Let the Inquiry Begin!

Begin in the classroom. Ask learners what they know about life and and around ponds. This helps determine the skills and understanding the learners already have. Record the learners' answers on the board. Now you can identify any gaps in the learners' knowledge or any misconceptions they may have bout ponds (Science Inquiry Model, box1) (PDF - Size 919KB). How should these gaps be filled?

Ask learners what they would like to know about the plants and animals in the pond community. What questions do they have (Science Inquiry Model, box 2)? You can guide their thinking by asking questions, too. Do we know which plants and animals are there? How does water get into the pond? Does the pond's water level ever get low? Why? Record the learners' questions on the board. Their responses will help you plan how to unfold the lesson.

Now, divide the group of learners into several small work teams. Ask each team to choose one of the questions on the board to investigate at the pond. The leader takes on the role of facilitator and coach, directing the selection of investigative topics and helping each team to refine its question. Help the teams focus by framing questions using cognitive terminology such as classify, analyze, predict, and create. Through this interactive process, the learners are engage in planning and directing their own learning experience.

Once each team has chosen a question (Science Inquiry Model, box 3), members of the team design a simple investigation determining what information and data they must collect to answer their questions (Science Inquiry Model, box 4). They make a list of the equipment they need to collect the data and design a data sheet to record the data (Science Inquiry Model, box 5).

The class is no ready to go out to the pond, taking along the equipment - nets, pans, thermometers, water-quality test kits, binoculars, and field guides - that they will need to complete their proposed investigation (Science Inquiry Model, box 6).

Will all the questions selected by the teams be answered on their first trip to the pond? Probably not. When the return to the classroom, learners can use their data to formulate an explanation of their findings. They also may generate new questions. Teams may collaborate and share data. For instance, one team may realize that they should have taken the water temperature at the pond; but, another team has done so and can share their results.

With the assistance of the teacher, learners may do library research or design further investigations at the pond to continue the learning. They also may create models to test new explanations.

If the group or a team is not satisfied with the findings, they may refine the question (Science Inquiry Model, box 11B to box 12) and design a new investigation (Science Inquiry Model, box 4). If they are satisfied with the findings, they may begin an inquiry on a different topic (Science Inquiry Model, box 11A to box 1).

To complete the scientific inquiry process, learners describe their investigations and communicate their analysis of the results through written reports, posters, displays, or presentations (Science Inquiry Model, boxes 7 and 8).

Is it easier and faster to hand learners data sheets or checklists and ask them to fill in the blanks? Of course. Guiding learner-centered, inquiry-based investigations requires the leader to have tolerance for a certain level of chaos. It also is a challenge to learners who are used to leader-directed lessons. But, with repeated application of the inquiry-learning model, learners will become familiar with the steps and take more initiative. Education theory tells us students learn best when we capture their attention and arouse their interest. Learners will be more engaged in collecting the data if they help design the questions for their own inquiry.