TOWARD AN UNDERSTANDING OF INQUIRY

TOWARD AN UNDERSTANDING OF INQUIRY IN SCIENCE CLASSROOMS
The opening segment in which a science teacher used UV photographic images
and had students develop explanations for dark holes provides the context for this
discussion. At the conclusion of that example, it was asked if students were engaged
in scientific inquiry. It also was asked if the teaching strategies could be
appropriately described as inquiry.
Inquiry as a teaching strategy should capture the spirit of scientific investigation
and the development of knowledge about the natural world. As an approach to
teaching and learning, the essential features of inquiry should not necessarily be
defined as “activity-based, hands-on” or other approaches to teaching. Too often,
such terms serve as the ends; the goals as though doing activities in themselves were
the aim and the defining quality of our inquiry approach to teaching. This section
outlines several defining features of inquiry in the science classroom and describes
continua of classroom experiences that accommodate the essential features of an
inquiry approach to teaching and learning. These two aspects of inquiry are based on
Inquiry and the National Science Education Standards (NRC, 2000).
First, the essential features of inquiry in the science classroom:
• learner engaged in a scientifically oriented question,
• learner gives priority to evidence in responding to the question,
• learner uses evidence to develop an explanation,
• learning connects the explanation to scientific knowledge, and
• learner communicates and justifies the explanation.
Several points are worth noting about these features of inquiry. First, they all
center on the learner’s mental activity. Second, this activity clearly has a scientific
orientation and has as its aim, developing scientific explanations. Third, the learner
makes a connection to current scientific knowledge. Finally, there are elements of
justification and communication. The essential features highlight the learner but do
not describe specific teaching methods.

Hasil (Bahasa Indonesia) 1:

TERHADAP PEMAHAMAN TENTANG PERMINTAAN DI RUANG KELAS SAINSSegmen pembukaan di mana guru IPA digunakan UV foto gambardan siswa mengembangkan penjelasan untuk lubang gelap menyediakan konteks untuk inidiskusi. Pada akhir contoh, ditanya jika mahasiswa terlibatdalam penyelidikan ilmiah. Itu juga ditanya jika strategi pengajaran yang bisatepat digambarkan sebagai permintaan.Permintaan sebagai strategi pengajaran harus menangkap semangat penyelidikan ilmiahdan pengetahuan tentang alam. Sebagai pendekatanmengajar dan belajar, fitur penting dari permintaan tidak selalu harusdidefinisikan sebagai "berbasis kegiatan, hands-on" atau pendekatan-pendekatan lain untuk mengajar. Terlalu sering,istilah tersebut berfungsi sebagai ujung; tujuan seolah-olah melakukan kegiatan dalam diri mereka sendiri adalahtujuan dan kualitas mendefinisikan pendekatan permintaan kami untuk mengajar. Bagian inimenguraikan beberapa fitur mendefinisikan penyelidikan di kelas sains dan menggambarkanartinya pengalaman kelas yang menampung fitur penting daripermintaan pendekatan untuk mengajar dan belajar. Dua aspek penyelidikan didasarkan padaPenyelidikan dan standar Pendidikan Sains Nasional (NRC, 2000).Pertama, fitur penting penyelidikan di kelas sains:• pelajar terlibat dalam pertanyaan yang berorientasi ilmiah,• pelajar memberikan prioritas kepada bukti dalam menanggapi pertanyaan,• learner uses evidence to develop an explanation,• learning connects the explanation to scientific knowledge, and• learner communicates and justifies the explanation.Several points are worth noting about these features of inquiry. First, they allcenter on the learner’s mental activity. Second, this activity clearly has a scientificorientation and has as its aim, developing scientific explanations. Third, the learnermakes a connection to current scientific knowledge. Finally, there are elements ofjustification and communication. The essential features highlight the learner but donot describe specific teaching methods.