Instructional, Curricular, and Technological Supports for Inquiry in Science Classrooms

Inquiry is a central component of science learning (Lunetta, 1997; Roth, 1995). New approaches to science instruction feature inquiry as essential for student learning. The assumption is that students need opportunities to find solutions to real problems by asking and refining questions, designing and conducting investigations, gathering and analyzing information and data, making interpretations, drawing conclusions, and reporting findings. Congruent with argues that "there needs to be a de-emphasis on didactic instruction focusing on memorizing decontextualized scientific facts, and there needs to be new emphasis placed on inquiry-based learning focusing on having students develop a deep understanding of science embedded in the everyday world. " Evidence indicates that students can attain deeper understanding of science content and processes when they engage in inquiry (e.g. that inquiry places many cognitive demands on learners so that they require considerable support to be successful. Students need support to become knowledgeable about content, skilled in using inquiry strategies, proficient at using technological tools, productive in collaborating with others, competent in exercising self-regulation, and motivated to sustain careful and thoughtful work over a period of time. Describing problems students encounter as they engage in inquiry and finding ways to ameliorate those problems has received considerable attention recently (Hmelo we describe inquiry in more detail, discuss ways to aid students via instructional, curriculum, and 1. 2 The authors would like to thank Ann Rivet from the University of Michigan for her helpful editorial comments.