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. 

      

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.

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?

Are there ways the curriculum will require us to teach scientific 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. 

 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. 

 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.  

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. 

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. 

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. 

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. 

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.  

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.