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out a carefully constructed experiment or task to complete, then highlighting the previous lecture concept. These types of experiences were deemed sufficient for student learning until the launch of the Sputnik Soviet satellite on October 4, 1957. This beach ball-sized object was the Soviet prize in a race to place the first artificial satellite into space. The reaction in the United States was amazement and some panic as our policy-making institutions realized that the Soviets were ahead in the space race. The National Defense Education Act of 1958 slated over a billion dollars to create, test, and implement new ideas in science and mathematics teaching. Summer programs and new kit-based science initiatives began.
Since that time, science educators have focused on ways to develop experiences for students that develop scientific habits of mind similar to those of practicing scientists. Different types of experiential and exploratory methods were used, with varying effects on student learning. Discovery learning provided means for students to explore phenomena, however due to its very open nature and lack of structure, students often did not internalize the specific science concepts intended to be learned. The science kits promoted in the 1960s, often referred to as the alphabet curriculum BSCS (Biological Sciences Curriculum Studies), EAS (Earth Systems Science), IPS (Introductory Physical Science), SAPA (Science—A Process Approach), and SCIS (Science Curriculum Improvement Study), with an emphasis on hands-on student learning experiences. Due to many reasons, including the lack of long-term, sustained professional development, administrative, and financial reasons, schools began to revert back to the 1950s’ read-to-learn methods, continuing in this way throughout the 1970s, 1980s, and in some places, continue today.
The use of inquiry teaching and learning has had many aims: to develop student process skills, to develop critical thinking