Spring 2004

Talking Science

Think of a Question

Science inquiries offer students opportunities to become actively involved in learning not only about science but about processes and skills with broad application across other curriculum areas. DENISE DEVITT discusses the theory and practice.

The place of inquiry

Debate over teaching science as inquiry —and just what is meant by this—has been ongoing since the late 1800s. The most productive way forward is not to quibble over the relative merits of the various approaches that have been advocated, but rather to ask what inquiry teaching has to offer today’s curriculum. In my opinion, the answer is quite straightforward—a great deal!

I rather like John Dewey’s take on inquiry as a pedagogy. In a nutshell, Dewey (1910) considered that schools should base their whole curriculum around teaching students to think in a scientific manner, no matter what the subject matter. He stated that the scientific way of thinking was the only one that had ever proved fruitful and that it was vital that people should be guided by it in their everyday lives. In various writings, Dewey suggested that science was being taught too much as an accumulation of ready-made knowledge and not enough as a method of thinking and attitude of mind.

While some educators might suggest that little has changed in the intervening years, new curriculum documents, such as Tasmania’s Essential Learnings Framework, are certainly more than merely a step toward incorporating inquiry into the curriculum. The Essential Learnings consist of 18 Key Element Outcomes, two of which relate to thinking in general (Inquiry and Reflective thinking), and another (Investigating the natural and constructed world) that requires students to carry out a hands-on science investigation, thus conducting an inquiry that uses science skills and processes.

How do students benefit from completing a science inquiry?

Providing students with the opportunity to develop their own inquiry around concepts being explored by the class enables them to engage deeply with an investigation of their choice. Much of the benefit really lies not so much in the students’ research findings as with the processes that they follow, the manner in which they present their findings and their development of a deeper understanding of relevant concepts.

Allowing students some choice in the inquiry they will work on, whether individually or in groups, sets up a framework for differentiated instruction. Students of similar abilities and/or interests frequently opt to work together, allowing the teacher to negotiate a topic that is suited to these abilities/ interests. A basic inquiry around the concept of salination, for example, might involve investigating the effect of adding salt solution to two species of grass. A more advanced one may inquire into salt concentration and consider its effect on native versus introduced species. Basically, there seems to be no limit to the creativity that students show in completing scientific inquiries, and they can often pursue pathways and demonstrate levels of achievement that teachers had not contemplated.

Inquiries lend themselves to a transdisciplinary approach. Completing a science-based inquiry requires students to draw not just on their knowledge of science concepts, but on concepts from literacy, numeracy, communicating, information literacy, critical thinking, social responsibility and ethics.

So, what does a science inquiry involve?

A science-based inquiry involves students firstly presenting a key question. As with all other parts of the inquiry, this does not have to be done in isolation, but through discussion with others (teachers, peers, parents, local experts). Remember that while the inquiry should be novel to the students it does not have to be something that has never ever been done before (although using local species or areas will often create this opportunity).

Having posed the question, students actively investigate it. Using the ideas of fair testing and controlling variables, students design and carry out experiments or studies, collecting and recording data that will enable them to draw conclusions about the question/s that they posed.

As part of their inquiry, students research the current state of thought in their chosen area. For example, if students are investigating the numbers of an introduced species in different areas, they could contact the relevant government authority. If they are investigating the best brand of batteries, they could contact manufacturers to ask what the predicted/average lifespan is.

Once students have analysed and critically evaluated their results, they consider what the implications of their research is for society, what actions should be taken and what further lines of research ought to be pursued. While this may seem like a big ask, remember that students’ propositions are hypothetical and don’t require verification. For example they could suggest that Brand X washing powder is more effective in removing stains, so consumers need to use less of it, reducing the environmental problem as it finds it way into rivers. Of course there will be considerations that students—and teachers—are not knowledgeable enough to comment on, but it is the thinking process rather than the ultimate scientific accuracy of the suggestions that is important here.

The duration of an inquiry may be relatively short, for example a sequence of three lessons, or protracted to run over a whole school term.

How should the results of the inquiry be presented?

A multitude of possibilities exist and the choice will be partially affected by the reasons for doing the inquiry. A formal scientific report is only one way of presenting findings, and while it may be an appropriate genre of writing to teach some students it is not for everyone. Consider alternatives such as oral reports, PowerPoint presentations, posters, letters or role-plays. Negotiate these with students depending on the concepts and skills you plan to assess. Remember to share or develop the assessment rubric with students from the outset.

Who should complete a science inquiry?

Everyone. Although the results will vary enormously in quality, students from prep through to year 12 can engage successfully with inquiry learning.

What problems will be encountered in the classroom?

The most obvious challenge is managing students who are working on different investigations, in different places with different resource requirements. Consider starting with a situation where students have to design their inquiries using a limited range of resources. For example, when teaching the concept of friction, provide different sized cars with different types of wheels, different surfaces (lino, carpet, sandpaper, concrete), ramps and stopwatches.

Other issues include obtaining the necessary resources, allocating space to keep experiments set up, safety for all, classroom management and the demands on the teacher when students engage in such a wide range of activity. None of these are insurmountable though—beg and borrow from peers, improvise, ask universities or other organisations for help, use parental expertise—in other words: be creative!

If you feel that you need support in running investigations, try using the CREST Awards run by CSIRO Education (there is a cost). These support students and teachers by providing a step-bystep process to follow. (See http://www.csiro.au/crest/ contact. html#National )

Where to next?

Students often invest huge amounts of time and produce impressive pieces of work as the end result of science investigations. They engage in ongoing discussion about things that interest them and how to find answers. Provide opportunities for students to gain recognition for their work and encourage them to explore scientific activities beyond the classroom. Consider competitions, such as science talent searches run by State Science teacher associations, the BHP Billiton Science Award and the Australian Museum Eureka Prizes.

References

Dewey, J (1910a). The American Association for the Advancement of Science: Science as subject-matter and as method’, Science 31 (787), 121–7.

Tasmania, Department of Education (2002/03). Essential Learnings Framework documents, available at www.education.tas.gov.au/ocll/ publications/default.htm.

Denise Devitt is principal education officer, science, Department of Education, Tasmania.

The author owns the copyright in this article. For information related to the reuse of this work in any form please contact the publisher denise.quinn@curriculum.edu.au