In classrooms today, educators are constantly seeking and implementing engaging lessons that will increase student knowledge and skills. The intent of the activities is to help students become independent learners and use process thinking skills. Students seem to learn best by actually directing their own learning and doing, rather than being led from step to step by the teacher. In science, it is especially important that students learn by inquiry and use more of a hands-on approach to learning scientific concepts. According to Wilke and Straits (2005), inquiry-based learning is where students explore a problem using the processes and tools of the discipline. It is often shown in a way that resembles the scientific method (Wilke & Straits, 2005). The scientific inquiry model demonstrates four phases that involve students in identifying a problem and investigation using inquiry-based learning (Joyce, Weil & Calhoun, 2009). The four phases suggests that students are introduced to an area of investigation, then they develop a problem, next the problem is identified in the investigation and finally students come up with ways to solve the problem (Joyce, Weil & Calhoun, 2009). Science education is part of everyday life being that the skills learned in science, such as, the scientific method are used in solving problems that occur daily. Dalton, Morocco, Tivnan, & Mead, 1997 found that students seem to learn best by actually doing science, such as asking questions, designing experiments, observing, predicting, manipulating materials, and learning from their own mistakes. I believe the scientific inquiry model exemplifies an excellent way to implement inquiry-based learning by using the scientific method in any classroom; es...
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...Adams, B., Applegate, B., Skjold, B., Undreiu, A., Loving, C.,
& Gobert, J. (2010). Experimental comparison of inquiry and direct instruction in
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Dalton, B., Morocco, C., Tivnan, T., & Mead, P.L. (1997). Supported inquiry science:
Teaching for conceptual change in urban and suburban science classrooms.
Journal of Learning Disabilities, 30, 670-684.
Joyce, B., Weil, M., & Calhoun, E. (2009). Models of Teaching. Boston, MA: Pearson
Longo, C. (2010). Fostering creativity or teaching to the test? Implications of state testing
on the delivery of science instruction. The Clearing House, 83, 54-57.
Wilke, R.R., & Straits, W.J. (2005). Practical advice for teaching inquiry-based science
process skills in the biological sciences. American Biology Teacher, 67, 534-540.
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