Science-as-Inquiry, 2nd Edition has been published by Good Year Books.  It is available for purchase here.  The text that follows the image of the book is part of the Introduction of the book.

Science As Inquiry, 2nd Edition, front and back covers.

Science As Inquiry, 2nd Edition weaves together ideas about science teaching and inquiry that were developed over many years of work with practicing science teachers in the context of seminars conducted around the U.S.A, in school district staff development seminars, and courses that I taught at Georgia State University.

Science As Inquiry provides the practical tools, based on theory and research, that science teachers use in their classrooms to involve their students in inquiry learning, including handson investigations, project-based activities, Internet-based learning experiences, and science activities in which students are guided to construct meaning and develop ideas about science and how it relates to them and their community.

Inquiry science teaching by its very nature is a humanistic quest. It puts at the center of learning not only the students, but also how science relates to their lived experiences, and issues and concepts that connect to their lives. Doing science in the classroom that is inquiry-based relies on teachers and administrators who are willing to confront the current trend that advocates a standards-based and high stakes testing paradigm. The dominant reason for teaching science is embedded in an “economic” argument that is rooted in the nation’s perception of how it compares to other nations in science, technology, and engineering. This led to the development of new science curricula, but it also led to the wide scale use of student achievement scores in measuring learning.

Student achievement, as measured on “bubble tests,” has become the method to measure effectiveness of school systems, schools, and teachers, not to mention the students.

Although the organizations that have developed the science standards (National Research Council) advocate science teaching as an active process, and suggest that students should be involved in scientific inquiry, there is a disconnect between the standards approach and the implementation of an inquiry-based approach to science teaching. We need to pull back on the drive to create a single set of standards and complementary set of assessments, and move instead toward a system of education that is rooted locally, driven by professional teachers who view learning as more personalized, and conducted in accord with democratic principles, constructivist and inquiry learning, and cultural principles that relate the curriculum to the nature and needs of the students.

Science education researchers have reported that inquiry-based instructional practices are more likely to increase conceptual understanding than are strategies that rely on more passive techniques, and in the current environment emphasizing a standardized assessment approach, teachers will tend to rely on more traditional and passive teaching techniques. Inquiry-based teaching is often characterized as actively engaging students in hands-on and minds-on learning experiences. Inquiry-based teaching also is seen as giving students more responsibility for learning. Given that the evidence is somewhat supportive of inquiry-based science, our current scheme of national science standards emphasizing a broad array of concepts to be tested would tend to undermine an inquiry approach.

Teachers who advocate and implement an inquiry philosophy of learning do so because they want to inspire and encourage a love of learning among their students. They see the purpose of schooling as inspiring students, by engaging them in creative and innovative activities and projects. Here is how Kareen Borders2, a science teacher, frames this view:

My students are not passive learners of science, they ARE scientists. They embrace the idea that they are empowered to own their learning. In addition to creating a love of learning within my students, I am intentional about equipping students with wonder, teamwork strategies, and problem-solving skills for jobs that may not exist yet.

Science As Inquiry embraces 21st century teaching in which inquiry becomes the center and heart of learning. Science As Inquiry provides a pathway to make your current approach to teaching more inquiry-oriented, and to embrace the digital world that is ubiquitous to our students and the world they inhabit.