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According to DeRosa and Abruscato (2015) inquiry is defined as “the careful and systematic method of asking questions and seeking explanations” (p. 38). It is important to note that inquiry is not merely one method or approach to asking questions and seeking an explanation. Rather, it is a “planned endeavor to collect valid and informative evidence to better explain a phenomenon, answer a question, solve a problem, or create a new or improved design” (DeRosa & Abruscato, 2015, p. 38). This means that when educators are teaching students through inquiry, they are not teaching one method, but a way in which students can go about answering questions and discovering explanations. It is beneficial for students to conduct inquiry investigations and experiments when learning science for numerous reasons. First, when students learn through inquiry and learn to inquire, they are actively participating and learning the process. Learning through inquiry means that students build their knowledge “through the process of asking questions, seeking evidence, formulating explanations based on evidence, and justifying their explanations” (DeRosa & Abruscato, 2015, p. 38). Learning to inquire involves the students becoming “aware of and consciously apply[ing] the processes associated with inquiry as part of their thinking strategies” (DeRosa & Abruscato, 2015, p. 38). Second, using learning through inquiry is giving students’ tools they can use for the future. Since inquiry investigations and experiments do not always use one method, the process can apply to various situations. Whenever students have a scientific question they do not know the answer to, they can use the inquiry skills they were taught to help find an explanation.
Rather than having educators simply present students with information and giving them the questions and explanations, educators should strive to incorporate inquiry based learning in their lessons. Teachers can do this through the projects they assign and complete with the students in class to how activities are conducted. Edutopia (n.d.) is a valuable resource that helps educators gain more insight and provides ideas when it comes to inquiry-based learning. More specifically, Edutopia provides a list of helpful resources and downloads that teachers can use to promote inquiry in their classrooms, from curriculum to activities: https://www.edutopia.org/article/inquiry-based-learning-resources-downloads.
Cooperative learning activities involved students working together in groups on a project or on activities. Some benefits to cooperative learning groups and activities is that students learn how to be a part of a team, work together, communicate effectively, and be dependable, working productively (DeRosa & Abruscato, 2015). It is of great benefit for students to talk to each other, learn from one another, and reasonably challenge each other’s viewpoints and ideas. There are, however, potential challenges to cooperative learning. Just because students are in one group and working on an activity does not always mean the work is productive. The students may distract one another and get sidetracked. Additionally, some students may not work well with others in a group. However, this is a great teaching opportunity for educators; teachers will have to take time to teach students skills they need to work in a group (DeRosa & Abruscato, 2015). This includes “sharing leadership, praising good work done by others, and active listening” (DeRosa & Abruscato, 2015, p. 85). For believers who are teachers, this can also be an opportunity to teach students about Christian qualities such as those the Bible lists in the fruit of the Spirit. If a teacher is in a Christian school setting, they can explicitly teach students about the passage Galatians 5:22-23, “But the fruit of the Spirit is love, joy, peace, patience, kindness, goodness, faithfulness, gentleness, self-control; against such things there is no law” (English Standard Version). However, even in a non-Christian school setting a teacher can teach students how to work with others in a patient, gentle, loving, and kind manner.
References
DeRosa, D. A., & Abruscato, J. (2015). Teaching children science: A discovery approach (8th ed.). Upper Saddle River, NJ: Pearson Education.
DeRosa, D.A., & Abruscato, J. (2015). Teaching children science: A discovery approach (8th ed.). Upper Saddle River, NJ: Pearson Education.
George Lucas Educational Foundation. (n.d.). Edutopia: Inquiry-based learning. Retrieved from https://www.edutopia.org/topic/inquiry-based-learning.
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