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Preface
Scholars and policymakers in science education reform have included inquiry teaching and learning as a major component of science education either in teaching methods, student process skills, or as content in understanding the enterprise or “nature” of science (National Research Council [NRC], 1996). A few dissenting voices have questioned various aspects of teaching using inquiry methods, including the emphasis many give to the importance of “open-inquiry” pedagogy as well as some discussion of whether inquiry is a better way to learn science compared to other types of pedagogical strategies. Regardless of one's stance regarding inquiry pedagogy in the science classroom, various aspects of inquiry have been in conversations regarding educational practices now for a century.
This work came into being as I, the author and researcher, experienced my own struggles as I attempted to move from traditional