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## What is Scientific Inquiry?

Scientific inquiry requires students to use higher-order thinking skills while learning science through a hands-on approach to the mind. The foundation of Inquiry has its roots in John Dewey’s book *Democracy in education *(1916). In this book he describes how true learning begins with the curiosity of learners.

**Definition of scientific research**

Their research found that student curiosity and engagement in real science investigations moves students from passive learners to active learners. This is evidenced when students:

- ask questions during an investigation
- design their own investigations
- conduct research using its design
- formulate explanations of the findings
- present their findings
- reflect on their findings

Scientific research causes a fundamental change in science education, moving it away from traditional teaching practices of lecture and demonstration to a collaborative relationship between teacher and student. In these collaborative environments, students take risks without fear of ridicule and begin to think about science. Teachers become facilitators of their students’ inquiry by:

- model and immerse their students in scientific inquiry
- ask guiding questions that provoke thought and reflection
- enable students’ creativity in experimental design
- allow students to discover that experiments may be successful but do not answer the original question being investigated

The initial confusion of students analyzing experimental results is not necessarily a bad thing, because they are using critical thinking processes. Confusion is good in this setting, because it shows that students are trying to determine why they didn’t find the typical canned answer. Also, a hypothesis may result in a statement of non-support as a result of the experiment.

Too often students investigate canned labs that lead to a guided hypothesis that can only lead to a supported finding. This makes them feel that when their experiment does not support their hypothesis, they have failed. They haven’t failed, but they don’t know that in traditional science teaching.

**Scientific inquiry involves asking questions**

Student success in designing experiments is based on asking the right questions. They should develop questions that do not lead to yes/no or true/false answers, because the best questions are open-ended and question-based. As students analyze evidence to explain results, open-ended questions provide the answers they need to formulate meaningful explanations.

Answering the questions in the student’s own words is important for higher level thinking and knowledge. A student’s own words reveal the level of understanding and reveal misconceptions based on prior knowledge and experience.

**Impact of the use of scientific research**

When students make personal connections when using scientific inquiry, internalization of new knowledge occurs. Key attributes of research-based teaching and learning result in students:

- learn to design research
- learn to ask questions
- internalization of new knowledge
- the realization of the findings depends on the experimental design
- increasing their level of understanding of science
- learning to investigate like scientists

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