Why Teach

Why Teach Inquiry-Based Labs?

What advantages are there? What about safety?

Science is a process for learning how to solve problems, not just the memorization of a lot of facts. From our real world experience, most of us know that it is a lot more fun to try to solve a problem ourselves than it is to have someone just tell us the answer. When students learn to solve scientific problems themselves in the lab, they:

are much more interested in what they are doing because they are actively engaged;

have more fun;

better understand the process of how science moves forward, because they are participating in "real science" themselves; and

learn to think critically for themselves - a skill that transfers to all areas of life.

The National Science Education Standards strongly advocates the importance of inquiry-based learning for K-12 students. Many experts in science education agree that this document should guide how science is taught. The 2004 revision of the North Carolina Science Standard Course of Study (NC SCOS) includes inquiry-based instruction as a competency goal for science students. All science instruction in the state is to be aligned with the NC SCOS.

Still not convinced? Here are myths and questions we often encounter and our answers.

Q: I've been using my traditional "cookbook" labs for years. I'm comfortable with these and don't want to change. Why should I change?

A: Science is much more than just a collection of facts. It is a process of investigation and discovering new information. Students are not scientifically literate if they do not understand this process of investigation. "Cookbook" labs alone will not help them understand the true nature of science. Additionally, students are more interested and engaged when they are required to be active participants in lab activities. Thus they have an easier time learning, and are more likely to be able to transfer their critical thinking processes to other areas of their lives.

Q: My students have completed only cookbook labs during their school years. They aren't ready to completely design and implement their own experiments.

A: Students can be gradually introduced to the process of designing and implementing their own labs through a guided inquiry approach. For example, a teacher might begin by having students design their own data recording table for a "cookbook" lab, then add inquiry based tasks gradually as students become more confident. For ideas about turning "cookbook" labs into inquiry based labs, see Deters, K. 2004. Inquiry in the Chemistry Classroom. The Science Teacher 71(10): 42-45.

Q: I have to make sure my students understand all of the concepts in the National Science Education Standards. We don't have time to do inquiry, because it takes longer.

A: Inquiry is one of the standards and must also be included in the science curriculum.

Q: Inquiry labs seem to present a classroom management nightmare.

A: Many educators understand this concern and have been developing ways to help teachers better manage the inquiry classroom. Two good references are: 1)Lawson, A.E. 200. Managing the inquiry classroom: Problems and solutions.The American Biology Teacher 62(9): 641-648. 2) Sampson, V. 2004. The science management observation protocol. The Science Teacher, 71(10):30-33.

Q: What about safety? Aren't students more likely to have lab accidents when they are given more freedom?

A: Safety is paramount in all science classrooms, and can be managed in the inquiry classroom. For strategies about how to do this, refer to the Sampson (2004) article cited above.

More questions or concerns? Please feel free to contact us with any additional questions you may have. You can submit your questions online by filling out the general feedback form.



About Us Green Chemistry College Opportunities Educators Workshops Manuals Newsletters Inside the Classroom Meet Scientists Activities Pictures Feedback CERSP Members	Why Teach Inquiry-Based Labs? What advantages are there? What about safety? Science is a process for learning how to solve problems, not just the memorization of a lot of facts. From our real world experience, most of us know that it is a lot more fun to try to solve a problem ourselves than it is to have someone just tell us the answer. When students learn to solve scientific problems themselves in the lab, they: are much more interested in what they are doing because they are actively engaged; have more fun; better understand the process of how science moves forward, because they are participating in "real science" themselves; and learn to think critically for themselves - a skill that transfers to all areas of life. The National Science Education Standards strongly advocates the importance of inquiry-based learning for K-12 students. Many experts in science education agree that this document should guide how science is taught. The 2004 revision of the North Carolina Science Standard Course of Study (NC SCOS) includes inquiry-based instruction as a competency goal for science students. All science instruction in the state is to be aligned with the NC SCOS. Still not convinced? Here are myths and questions we often encounter and our answers. Q: I've been using my traditional "cookbook" labs for years. I'm comfortable with these and don't want to change. Why should I change? A: Science is much more than just a collection of facts. It is a process of investigation and discovering new information. Students are not scientifically literate if they do not understand this process of investigation. "Cookbook" labs alone will not help them understand the true nature of science. Additionally, students are more interested and engaged when they are required to be active participants in lab activities. Thus they have an easier time learning, and are more likely to be able to transfer their critical thinking processes to other areas of their lives. Q: My students have completed only cookbook labs during their school years. They aren't ready to completely design and implement their own experiments. A: Students can be gradually introduced to the process of designing and implementing their own labs through a guided inquiry approach. For example, a teacher might begin by having students design their own data recording table for a "cookbook" lab, then add inquiry based tasks gradually as students become more confident. For ideas about turning "cookbook" labs into inquiry based labs, see Deters, K. 2004. Inquiry in the Chemistry Classroom. The Science Teacher 71(10): 42-45. Q: I have to make sure my students understand all of the concepts in the National Science Education Standards. We don't have time to do inquiry, because it takes longer. A: Inquiry is one of the standards and must also be included in the science curriculum. Q: Inquiry labs seem to present a classroom management nightmare. A: Many educators understand this concern and have been developing ways to help teachers better manage the inquiry classroom. Two good references are: 1)Lawson, A.E. 200. Managing the inquiry classroom: Problems and solutions.The American Biology Teacher 62(9): 641-648. 2) Sampson, V. 2004. The science management observation protocol. The Science Teacher, 71(10):30-33. Q: What about safety? Aren't students more likely to have lab accidents when they are given more freedom? A: Safety is paramount in all science classrooms, and can be managed in the inquiry classroom. For strategies about how to do this, refer to the Sampson (2004) article cited above. More questions or concerns? Please feel free to contact us with any additional questions you may have. You can submit your questions online by filling out the general feedback form.


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