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

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Detalles Bibliográficos
Publicado en:	Education Sciences vol. 15, no. 1 (2025), p. 73
Autor principal:	Morris, Dana Lynn
Publicado:	MDPI AG
Materias:	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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Descripción
Resumen:	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
Fuente:	Education Database