Inquiry Pedagogy and the Preservice Science Teacher By Lisa Mar ...

where students learn about scientific facts and processes as they are involved in investigations. Students must analyze data and information and use their abilities to solve problems. They must be able to use what they learn, build a strong base of supporting factual information, and apply their knowledge (Donovan et al., 1999). When learning strategies for scientific thinking, these areas will be developed according to the NSES (NRC, 1996).

Research Finding 2: Students build new knowledge and understanding on what they already know and believe. Students arrive in the science classroom with preconceptions about how the world works oftentimes based upon common sense from their own experiences. Many times, this common sense knowledge is inconsistent with accepted science knowledge. A guided-inquiry investigation can challenge students’ misconceptions.

Research Finding 3: Students formulate new knowledge by modifying and refining their current concepts and by adding new concepts to what they already know. Duschl and Gitomer (1997), suggested that “whether and how learners change their ideas depends on what they view as evidence for or against a competing idea” (p. 118). Instead of viewing science as a collection of facts or ideas, students are more likely to seek out “evidence for different explanations, think about why one set of evidence is stronger than another, and make good decisions about which explanation has the most support” (p. 188).

Research Finding 4: Learning is mediated by the social environment in which learners interact with others. When students use inquiry as part of the process that brings them to a new understanding about phenomena, the process itself relates to how science conducts itself. The teacher plays the role of facilitator as students report on their findings through their inquiry investigations. Students can consider others’ procedures and data, discussing the findings, creating connections, and, at other times,