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What I noticed as the ultimate goal of learning through inquiry is that it generally empowers children with related knowledge, ability, and attitudes to become independent thinkers. Further, in a broader view, it also fosters students' growth as lifelong learners with curiosity and creativity.

It is very important for teachers to aware that the role of the teacher in an inquiry-based classroom should change from a teacher-centered to a learner-centered classroom. Teachers generally should dedicate themselves to facilitate students' science inquiry.

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Ideas and theories are constantly evolving based on newly discovered evidence, how teachers manage their professional growth of science to adequate the dynamic science knowledge world.

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Belief 1: Most inquiry activities are hands-on, but not all hands-on activities are inquiry oriented.

Belief 5: Asking a lot of questions does not necessarily make an inquiry lesson.  （It's not enough to simply ask questions, more importantly to use effective questioning strategies.）

Belief 6: When students are actively engaged in scientific inquiry, they won't fully implicitly leaning about scientific inquiry and the nature of science. it's necessary to prompt students' understanding with explicit coaching and scaffolding.

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I wonder what other different definitions of inquiry may exist in other countries or cultures that are not considered in any of the definitions learned from the text.

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Something that challenged my thinking the rebuttal to belief 11 since It doesn’t mention anything about differentiation or scaffolding for those students that may have a more limited background knowledge due to different reasons.

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The importance of inquiry-based teaching/learning is to make our students have a deeper and a more active learning experience.

Another important takeaway are most the 12 rebuttals to those wrong beliefs about Inquiry-based teaching and learning. I found most of these 12 rebuttals so accurate that I will keep them in mind from now on while teaching in order to make sure that I don’t fall into any of those wrong beliefs.

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1.     Inquiry process is easy to be out of teacher’s expectation. Students’ observations and questions could go totally to another direction, which is not what the teacher’s learning objective is, or the knowledge focus for that lesson is. Should the teacher “give hints” and get them to notice what they “are supposed to” notice? In the example of banana floating, students’ inquiry requires no extra materials, but what if students’ questions require other materials to compare, or tools to measure, but they are not available?

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1.     Inquiry Cycle is the framework helping students develop new knowledge in science. It refers to a variety of processes and ways of thinking.（P19）Visualizing the inquiry process, making student journals recording “what if” and “ I wonder” are important procedure to cultivate students basic science development habit.

2.     Behind scientific inquiry, teachers also need to cultivate scientific literacy in students, to awake the curiosity of natural science, and start to use inquiry cycle to question and tests for students’ findings. Connecting it to daily news and students’ personal experience could help students form automatic science inquiry habit.

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1.     Students are not always in the same speed of inquiry. As mentioned in the book, students of different types of intelligence are learning from different styles, and discussions, working in groups might not work for everyone. Also, it mentioned seven stations to meet different types of learning, so I am curious and wonder how to design those stations and how to design the class procedure within scientific inquiry frame.

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DL Schools

Something that challenges my mind is the misuse of Science emphasis as a basis of learning. I think DL schools could benefit from merging literacy and Science simultaneously. I firmly believe that inquiry is a fundamental tool to enhance learning. Page 7 describes the importance of inquiry and Science practices such as asking questions, planning, analyzing, and more to construct explanations; therefore, I think that these steps are strategies that we could also implement in other subjects to reinforce Science concepts and structure.

Students’ Culture:

As an educator of a multicultural community, I have experienced the rich content students bring from homes, such as their experiences or previous knowledge from countries of origin. Therefore, I think that teachers should also include these cultural elements to build Science concepts rather than only mainstream culture. For instance, I had a recent class with my students where they were able to share the types of rocks that they have seen in their native country. This was such an excellent opportunity to expand inquiry and to make all students visible. As mentioned in Belief 9, inquiry is not something new or something developed by recent scientists; instead, everyone can contribute to expanding understanding.

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Students with disabilities:

One of my main wonderings is what strategies could be used to implement inquiry on students with Autism. I found Belief 11 a compelling way to allow all students to expand knowledge by inquiring regardless of their development. I am inspired by some of my current 4th-grade students, who present developmental disorders, and I would love to make an impact in their Science curiosity and construction of knowledge.

Virtual Simulators:

Another wonder that I have is what are the advantages and disadvantages of utilizing virtual simulators in science to increase inquiry. Observation plays a critical role in expanding questioning and building knowledge. Simultaneously, technological tools are rising with time, allowing students to explore and interact with several tools to observe molecules, pressure, and many other topics to extend their science knowledge. I am wondering if they could also produce the same or similar benefits to enhance student learning.

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Importance of inquiry:

As a fundamental principle to learn Science, teachers must allow students to construct knowledge. This allowance will provide students with the necessary tools to empower their potential. The combination of critical and logical thinking, respect, and the embrace of values, beliefs, and attitudes will build knowledge and modify their thoughts to more solid meaning structures. For example, teachers could implement concept maps to help students build knowledge; therefore, altogether could input thoughts to create understanding in a more meaningful and logical manner. The use of conceptual maps contributes to the expansion of knowledge by creating organized patterns of information.

Consequently, the writing process is critical for students to document their journals and construct knowledge. As mentioned on page 2. Putting the thoughts in writing solidifies the ideas and helps students understand and create more.

Using inquiry to enhance knowledge:

Learning Science involves the opportunity to interact and explore. So, students can imagine and create by documenting and asking questions. Therefore, students can inquiry, ask questions, re-think, make it better, and re-inquire. I consider that Inquiry is the basis of learning. I connect Chapter 1 to the Drought Stopper Experiment by Professor Schrankler; as a student, I learned by inquiring and creating conceptual models (Drawings), then connecting to the physical model presented and putting all together build new knowledge. However, I am also thinking, what else can be done with this experiment, and how can I use it? It means that I am inquiring again to continue building knowledge. As described on Page 5, effective teachers use inquiry to allow students to expand curiosity and questioning to build knowledge.

All students can benefit from inquiry:

I find all the "Beliefs" an excellent opportunity to have an open mind to help students learn about Science. However, the belief that reasoned the most to me was Belief 11. Being a teacher in a classroom with children with different cognitive, social, physical, emotional developments made me think about the importance of allowing students to inquiry based on their needs. All students can construct knowledge; therefore, the inquiry is a benefit to help them build knowledge according to their abilities.

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Combined with the educational goals of science and the procedure of inquiry teaching, it seems that there is not enough time for this course. How can teachers efficiently use the limited classroom time?

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“Inquiry uses a logical approach to solving scientific questions but does not necessarily use the delineated, specific steps of a scientific method.” (p9) Furthermore, the Inquiry Cycle “serves a model to guide students through their investigations rather than a linear, sequential, step-by-step procedure (p19)”. However, for beginners, especially elementary school students, maybe it is difficult to understand and appreciate science without a specific step-by-step guide. From a practical point of view, I think the specific steps are still very important. Otherwise, how can we effectively teach in a limited time?

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1. Compare the meaning of inquiry defined by Exploratorium, National Science Education Standards (NSES), and National Science Teachers Association (NGSS), all of them include asking questions. I agree and I think asking questions is challenging. I need to be trained in asking questions and am looking forward to reading Chapter 10 about effective questioning strategies. It doesn’t mean that I think “inquiry is asking students a lot of questions”, rather, I agree that “teachers provide open-ended experiences that lead students to raise their own questions and design investigations to answer them”. However, teachers have to learn some questioning strategies before teaching students how to ask a question.

2. I like the concept map, T-chart, and the Scientific Inquiry Cycle, which are very good tools to help me summarize, synthesize, and structure ideas, and leading to rational thinking.

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I have acknowledged and convinced how important it is for students to actively acquire scientific knowledge through inquiry-based process. However, I am still wondering how to incorporate this rather time-consuming method under the time restriction?

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1. My first take-away is that the goal of science instruction or the use of scientific inquiry is not only aiming to improve students' science performances in tests, but to cultivate them to become a science educated citizens in this scientific and technological society.

2. Inquiry based instruction is not only for some particular students, but for EVERY student because the pedagogy derives from one's curiosity and EVERY student has their own passions and interests.

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If not all hands-on activities are inquiry oriented, how would we promote an inquiry oriented class in younger ages such as K or 1st grade, who I assume are more engaged with hands-on Science lessons.

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"Not all hands-on activities are inquiry oriented" (p.8) In regards to Science, this is a little hard to assimilate, as I would think that especially for elementary school hands-on activities are strictly tied to learning and inquiry.

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1. "Learning through inquiry empowers students with the skills and knowledge to become independent, lifelong learners" (p.12) Indeed, encouraging students to ask questions and become critical thinkers will not only lead them to success during the academic year, but for the rest of their lives.                                           2. Doing and understanding scientific inquiry does not only involve asking questions, that is only part of the process. Besides asking questions, students plan and carry out investigations, use tools to collect, analyze and interpret data; they use this data to explain things, and finally communicate the procedures and findings by explaining them. (p.6)

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Something that challenges me is the assessments used in the inquiry-based teaching. In the text, it mentions the assessment is usually informal and subjective, including examining students' self-assessment, journal etc. Therefore, I am not sure whether this would actually help teachers and students to monitor their progress in science standards.

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a “wondering” I wonder if we are born with a natural inquiry ability and we lose it as we grow older? 

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a “wondering” I wonder if we are born with a natural inquiry ability and we lose it as we grow older? 

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a “challenge” “Belief 3: Inquiry is using the scientific method.” (p. 9). I was surprised to know that scientific method is not always linear. Furthermore, Schwartz and Crawford (2006) suggested a multiplicity of scientific methods. I grew up knowing the linear scientific method and reading other points of view was a challenge to me. 

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a “challenge” “Belief 3: Inquiry is using the scientific method.” (p. 9). I was surprised to know that scientific method is not always linear. Furthermore, Schwartz and Crawford (2006) suggested a multiplicity of scientific methods. I grew up knowing the linear scientific method and reading other points of view was a challenge to me. 

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2 key ”take-away points”1. “The process begins when the learner notices something that intrigues, surprises, or stimulates a question—" (p. 5).2. “Inquiry as a Thinking Skill” (p. 12).These are my two take-away points. I think that one way to learn is if the students is interested in learning. To notice something and being eager to discover the causes will help students to explore possibilities. In addition, students will practice thinking skills that will help them in their lives.   

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2 key ”take-away points”1. “The process begins when the learner notices something that intrigues, surprises, or stimulates a question—" (p. 5).2. “Inquiry as a Thinking Skill” (p. 12).These are my two take-away points. I think that one way to learn is if the students is interested in learning. To notice something and being eager to discover the causes will help students to explore possibilities. In addition, students will practice thinking skills that will help them in their lives.   

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Despite of the fact that the book mentions about the assessment of inquiry learning using more qualitative work like porfolios, journal, work sampling and others, I wonder if we can adjust those works to meet the standards criteria? Should we intentionally ask students to create and collect specific evidence that will be graded later for meeting those standards?

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What are the standards that make teachers follow the science inquiry?

How teachers can motivate students to keep using inquiry in different subjects and not just in science?

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Personally, I found this belief challenging because I also thought that the best best to make my students learn about inquiry is to provide them opportunities to do it. However, in this part is mentioned as a rebuttal for a wrong conception (or belief) but it is still a challenge for me. I think that the wrong conception here is that many teachers think that just the exposure will create automatically a inquiry learner, like the students will learn implicitly. Nevertheless, I disagree with that part. I agree with the statement that we need to scaffold students to use a proper investigation , giving them natural opportunities, but the teacher needs to be present in that teaching moment, provinding those resources and giving the students the support they need for learning inquiry. They will not learn it just through exposure.

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1. Inquiry is necessary in Science and in many aspects of Education, following the Progressive Educational Philosophy proposed by John Dewey. Inquiry makes students analize, reflect, critically think, reasoning, asking questions and trying to figure out their own answers, collecting evidence as their results and analizing their responses.

2. If teachers encourage students learn through inquiry, they are stimulating their minds to use the skills and knowledge to become a lifelong learner.

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Are there ways the curriculum will require us to teach scientific inquiry?

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I think there are so many ways we can assess inquiry since it looks different for everyone. It would be like judging people on something they cannot control. Rather we can look at the depth of understanding, the connections they make. The way they add details or describe the things they see.
Another point said that it’s harder to teach scientific inquiry in older grades, but I think it’s just a matter of making it relatable and something your students can personally connect to. Again, easier said than done, but we can always depend on the things they teach us.

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Concept maps are rad. I’ve been making/using them in my personal life and in my academic life as well. They are crucial to understanding so many things, but can often be misleading or even overwhelming. I really liked that it shared in the graphic itself how simple labels can help clear up and provide greater context. It’s such a convenient and efficient note taking method that is varied from the norm, more interactive! The diagram on scientific inquiry on page 20 is great too!!

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I've been using concept maps since I was in elementary school and I never thought about the importance of using them in the learning process. One of the takeaways that I have from the reading is that by using concept maps students can take control of their learning by providing more organized information. This will help them to transition from novice to expert learners.

Another thing that stood out to me was that Inquiry-based learning can also be assessed but teachers need to used different methods of assessing such as portfolios, journal entries, science notebooks, and student self-assessments

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Inquiry is using the scientific method, when I put my words that defined inquiry, I hesitated to put the word process. I believe that such a word can also have some limitations for the students, like a path you must follow and not really following the wondering… is there a possibility to “follow” the scientific method but not into a must must follow step ladder, but more of an aid to pull from and reach the full potential of the research? I believe that in my personal experience, I have learned much more from the process itself than the conclusions or following the method step-by-step. 

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Inquiry is using the scientific method, when I put my words that defined inquiry, I hesitated to put the word process. I believe that such a word can also have some limitations for the students, like a path you must follow and not really following the wondering… is there a possibility to “follow” the scientific method but not into a must must follow step ladder, but more of an aid to pull from and reach the full potential of the research? I believe that in my personal experience, I have learned much more from the process itself than the conclusions or following the method step-by-step. 

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It states that this is harder to do for middle school and further but I believe that this might have to do with lacking wonder and not time in the classrooms. I believe that if the teachers are able to introduce wonder in the students and make them have an interest in the subject, the time will not be a problem as the students will be ready and the time will be used effectively…

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It states that this is harder to do for middle school and further but I believe that this might have to do with lacking wonder and not time in the classrooms. I believe that if the teachers are able to introduce wonder in the students and make them have an interest in the subject, the time will not be a problem as the students will be ready and the time will be used effectively…

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I crossed paths again on the idea of how everyone constructs their own views and opinions, of pretty much anything, by the previous experiences they have had about those themes. It stated that if you ask many teachers about ”inquiry” they will all have different opinions based on their previous knowledge. I went ahead and wrote my thoughts and words like: wonder, follow-up, research and process came to my mind. The definition of the museum "Exploratorium" had pretty much all my main ideas of inquiry. The others were missing the “wonder” definition that for me is crucial for the full commitment of the students, they should develop some wonder about what they are about to research in order for them to fully engage and follow through. I believe that this is where teachers come to play, to plant that seed of wonder, of curiosity on the students so they can have an appropriate path to research and inquiry. Where they will find answers, compare them, analyze them and share them in order for those findings to be meaningful.

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I crossed paths again on the idea of how everyone constructs their own views and opinions, of pretty much anything, by the previous experiences they have had about those themes. It stated that if you ask many teachers about ”inquiry” they will all have different opinions based on their previous knowledge. I went ahead and wrote my thoughts and words like: wonder, follow-up, research and process came to my mind. The definition of the museum "Exploratorium" had pretty much all my main ideas of inquiry. The others were missing the “wonder” definition that for me is crucial for the full commitment of the students, they should develop some wonder about what they are about to research in order for them to fully engage and follow through. I believe that this is where teachers come to play, to plant that seed of wonder, of curiosity on the students so they can have an appropriate path to research and inquiry. Where they will find answers, compare them, analyze them and share them in order for those findings to be meaningful.

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As an outdoor educator, I learned about and incorporated the BEETLES learning cycle into my instruction. It seems to have a lot of parallels with the inquiry cycle! Is this something unique to the outdoor education community? Has anyone ever heard of it before?
Here is a link to the website: http://beetlesproject.org/

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I grew up learning the scientific method and even referring to it during my lessons as a teacher. I understand why its step-by-step sequential formula is not in line with inquiry. Inquiry suggests that there are many ways of going about the scientific process and that it does not happen in a linear fashion. My question is: how does the old-fashion scientific method (ex: Observation, Question, Hypothesis, Experiment, Analysis, Conclusion) fit in with inquiry? Is it truly a myth? It seems to me like there are a lot of parallels between the two.

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Belief #4: "Inquiry is unstructured and chaotic"

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Belief #4: "Inquiry is unstructured and chaotic"

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Inquiries by default will cause an active and more noisy classroom. My question is How teachers can avoid crossing the line of an active classroom to a chaotic classroom, that would be difficult to control?

Also it was mentioned that teachers need to be flexible and open to changes in the culture of the classroom. How can we accept this changes without changing the values and expectations that were already set in the classroom?

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Even though most inquiry activities are hands-on, not all hands-on activities are inquiry oriented.

If teachers provide opportunities for students to do inquiry, it doesn’t mean that they will learn about inquiry.

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1. Takeaways

As a powerful tool in learning science, inquiry learning keeps wonder and curiosity alive in the classroom. It’s a multifaceted activity that includes observations, questions, gathering/analyzing information, explanations and so on.

In order to be effective inquiry-based teachers, we need to balance the “implicit-explicit continuum” within science inquiry teaching.

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I’m wondering how do the class management during science experience/in the lab? For different  age groups, how can we set the expectations/rules? Kids are curious, and can’t help to be close or move around to check out.

As to the assessment part,  doing portfolio will increase students’ homework ? Why we can’t use some tests?

Can inquiry based study applied to other subjects teaching such as math, literacy or art? If yes, how? If no, why?

What’s the differences between inquiry based study and backwards design?

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The thing challenges me is that about “hands-on”

and “minds-on”, why we can’t see cooking as an inquiry? Since kids may ask how much water I need to add? How can I measure it?  Also we may need Internet to look for some receipt .

Not all the hands-on experience are scientific enquiry.

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1.  The importance of concept map and how can I do it.  Using a concept map is one way to build that scaffolding. A concept map is a visual organization and representation of knowledge. It shows concepts and ideas

1. Inquiry has different meanings from the different perspective, but for our classroom students, it includes: ask questions, plan and carry out investigations, use tools to explain models and communicate the procedures.

2. Gardner’s  theory about different types of  multiple intelligence: verbal/linguistic,logical/mathmeticals, musical, interpersonal, spatial-visua/spatiall,  bodily/kinesthetic and  intrapersonal  intelligences. I think I’m more interpersonal type. By leaning the different types of  multiple intelligences help us understand our students better.

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One of the major takeaways I have is that inquiry leads to two different student outcomes:

1. students gain the ability to DO scientific processes

2. students gain knowledge ABOUT said processes

Thus, students will be able to both explain the cycle and process of inquiry while also being able to interact with that process during their own study and exploration of a topic.

Another takeaway I have is that inquiry needs to be a balance of student question and teacher guidance. In CGI for mathematics, instruction is guided by student intuition. Their inner awareness of math in their world allows them to naturally find answers to solve math problems presented to them. Similarly, inquiry is designed in such a way that it is driven by student curiosity. We can see in the belief/rebuttal section that careful guidance is needed to foster an environment of inquiry. For example, if the teacher is asking all the questions, this can diminish student curiosity and turn the lesson into a lecture instead of inquiry. Thus, teachers need to be well practiced in creating projects, experiences, and discussions, that foster natural student curiosity while also gently guiding them through the inquiry cycle.

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I'm challenged by the rebuttal of belief 3 that inquiry does not necessarily imply following the steps of the scientific method. I feel challenged because I don't yet understand the subtle nuances that make them different. In fact, figure 1.9 on page 19 almost directly correlates to steps of the scientific method, and the same can be said of figure 1.10 on page 20. I understand that they are different things, but I could use some clarification on how exactly they are different.

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The chapter did a great job explaining the idea of inquiry-based science, giving various perspectives on what it is, common myths that show what it isn't , and examples in a classroom. I'm curious to know how inquiry-based science impacts student motivation. My intuition says that using the inquiry method would greatly increase positive motivation, but I'm curious to know more.

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I loved the metaphorical picture painted by the idea shared in this article about science being like “trying to find a black cat in a dark room without knowing if it’s even there.” I have started to think about ways I could integrate this idea into an introduction of what science is at the beginning of the year for my fourth grade students to “hook them”. I’m wondering if anyone has any suggestions for how to illustrate and explain this concept to define “science” and scientific inquiry in a developmentally appropriate way that likewise maximizes engagement?

I am also wondering about this idea that we continue to study the Scientific Method and scientists who invented/followed it as the true way to “do science”, while having the knowledge and research to back up the fact that the Scientific Method itself is not the ways in which science really presents itself in the “real world.” This reminds me of our discussions in math regarding how math really isn’t as formulaic in nature as our classrooms are making it out to be, and relying exclusively on algorithms and close-ended solutions to problems limits the true capacities of math. Why do we continue to teach counter to what the research and experiences in our lives are showing us? Why does this disconnect remain between the science and math that we teach in school and the science and math that we do outside of school?

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For the public to understand “science” they need to understand 3 important concepts

Some scientific content (i.e. definitions of Tier 3 vocabulary like hypothesis, theory, experiment)

An understanding about the scientific approach to inquiry

An understanding of science as a social enterprise

This idea that

a) Science is always adapting to newly found knowledge (not definite)

b) science is more than a collection of facts

There exist 3 different models used to describe how science may work

Logic & Reasoning

“Science works on basis of logic and argumentation about evidence”

Scientist as “reasoner” and “problem-solver”

Theory Change

Science develops with conceptual or theory change

Participation in Science Societies

Society is at the center of this model- we push science forward

Science= “a collection of practices” the lead to scientific growth

Emphasizes importance of both logical reasoning AND communication skills

There is no ONE set of steps that scientists across all disciplines use to answer scientific questions (there should be A scientific method/a SET of practices but not THE scientific method).

Hands-on inquiry → inquiry for conceptual change

Students should be engaged in sharing the ideas they have (especially if they are misconceptions!) before conducting an experiment so they can change the way they think about science.

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The idea that there is a formulaic, step-by-step process to follow for science is something that I’ve at times questioned (especially given my educational experiences in the social sciences). Having the reasoning listed however for why science really isn’t so exclusively formulaic was new, and challenged me to use some of these arguments in support of science as a social AND reasoning-oriented field.

One pg. 44, Page Keeley talks about how science fairs could be contributing to this idea that students are only viewing the way to do science in terms of The Scientific Method. I always enjoyed science fairs growing up and even attempted to facilitate one this year in my own immersion classroom. This made me pause and think about other ways in which I could get students creatively thinking about science without relying too heavily on the methods I was taught in school.

“An experiment that successfully proves a hypothesis is a measurement; one that doesn’t is a discovery.”