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Rethinking Science Education Practices: Shifting from Investigation-Centric to Comprehensive Inquiry-Based Instruction

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Publicado no:Education Sciences vol. 15, no. 1 (2025), p. 73
Autor principal: Morris, Dana Lynn
Publicado em:
MDPI AG
Assuntos:
National Research Council
Students
Collaboration
Teaching methods
Constructivism
Inquiry method
Teachers
Cognition & reasoning
Councils
Science education
Experiments
Knowledge
Learning
Literacy
Critical Thinking
Educational Practices
Inferences
Curriculum Design
Active Learning
Reflection
Prior Learning
Hands on Science
Educational Methods
Learning Processes
Learning Theories
Cooperative Learning
Science Instruction
Science Experiments
Elementary Secondary Education
Outcomes of Education
Opportunities
Cognitive Structures
Learner Engagement
Discovery Processes
Constructivism (Learning)
Barriers
Inquiry
Educational Strategies
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Resumo:Inquiry-based learning (IBL) has become a cornerstone of contemporary science education, championed by frameworks like the Next Generation Science Standards (NGSS). While designed to engage students actively in scientific practices, inquiry is often misapplied, resulting in an overemphasis on hands-on investigations. This investigation-centric approach can overshadow other essential phases of inquiry, leading to a superficial understanding of scientific concepts. This paper introduces a Comprehensive Inquiry-Based Science Education (CIBSE) Framework, grounded in responsive teaching and aligned with the NGSS scientific and engineering practices. The framework emphasizes student reasoning, explanation, and the balance between short exploration and scaffolded support, aiming to offer a more holistic approach to inquiry-based science instruction. By synthesizing key elements from existing models and cognitivism, constructivism, and sociocultural learning theories, the CIBSE Framework addresses current gaps and limitations, providing educators with strategies to guide students toward deeper conceptual understanding and critical thinking. Ultimately, this balanced, adaptable framework empowers educators to meet diverse classroom needs, fostering scientific literacy and critical thinking skills essential for navigating an increasingly science-oriented world.
ISSN:2227-7102
2076-3344
DOI:10.3390/educsci15010073
Fonte:Education Database