You can tell whether a man is clever by his answers. You

can tell whether a man is wise by his questions.

—Naguib Mahfouz

High Leverage Practice #5: Emphasize Inquiry

Inquiry Is…

Sunflower Challenge

Find out something about sunflower seeds that few people are likely to know…

Levels of Inquiry

Four “Strands of Science Learning”

… a new way of thinking about what it means to be proficient in science.

… views science as both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge.

… moves beyond the dichotomy between content or knowledge and process skills, recognizing that in science, content and process are fully intertwined.

Strand 1. Understanding Scientific

Explanations

“To be proficient in science, students need to know, use, and interpret scientific explanations of the natural world. They must understand interrelations among central scientific concepts and use them to build and critique scientific arguments.”

Strand 2.Generating Scientific Evidence

“Evidence is at the heart of scientific practice. Proficiency in science entails generating and evaluating evidence as part of building and refining models and explanations of the natural world. This also involves mastering the conceptual, mathematical, physical, and computational tools needed to construct and evaluate knowledge claims.”

Strand 3. Reflecting on Scientific Knowledge

“Scientific knowledge builds on itself over time. Proficient science learners understand that scientific knowledge can be revised as new evidence emerges. They can track and reflect on their own ideas as those ideas change over time. This focuses on how scientific knowledge is constructed.”

Strand 4. Participating Productively in

Science

“Proficiency in science entails skillful participation in a scientific community in the classroom and mastery of productive ways of representing ideas, using scientific tools, and interacting with peers about science.”

High Leverage Practice #5: Emphasize Inquiry

Takeaways???

Human Activity

Human Activity

Human Activity

Human Activity

Synectics…Thinking through Analogy

Teaching Science as Inquiry…

Teaching Science as Inquiry is a lot like ______ because…