Inquiry-Based Learning

After reading chapters 6-8 from Active Experiences for Active Children: Science by Carol Seefeldt and Alice Galper, I posted a response about what stood out to me most. And I would like to reiterate the following as a reminder to myself:


...I really enjoyed all the great ideas and tips on how to create a hands-on, inquiry-based science classroom. I especially liked the emphasis the chapters placed on using inquiries to guide student learning. In chapter 7, when the students asked if a spider is an insect, instead of giving the students a simple answer, “No,” to appease their curiosity, the teacher took out the insect book and they tried to look for spiders together. When spiders weren’t found, the teacher asked the question, “Why?” and encouraged students to explore the characteristics of an insect. Students then began to utilize their observation skills and noted all the characteristics of an insect and came to the conclusion themselves that a spider is not an insect because it has eight legs and insects should only have six legs. This specific example stood out to me because not only is it important for teachers to help students learn how to ask questions, but also to teach them how to find answers. It led to a great opportunity for students to become scientists and practice the tools and skills they have just acquired. 

What else stood out to me among the chapters was the general idea that students need to have their hard work validated. They need to have a place where they can showcase what they’ve learned and have an opportunity to discuss and explain their discoveries. In chapter 6, I loved the idea of having a gardening party where parents and friends are invited to the classroom so that students can share the new plants they’ve grown and then eat it! Not only does this validate their work, but it also shows them that they’re doing “real” gardening like adults.

Lastly, I liked how all four chapters included a section on reflection. During this time, children can evaluate what they have accomplished while providing an opportunity for teachers and students to discuss how they have used scientific skills such as observing, questioning, hypothesizing, planning, investigating, and concluding to learn as well as discuss what they know now that they didn’t know before. It provides a more concrete visual for the children and gives teachers an opportunity to assess learning as well. Overall, I thought the most important lesson here is the general theme from chapter 8, which is that all children are scientists.