1

Inquiry and
Scientific Literacy
What Is Science? 1
How do you define science? How do you think your students define science,
or how would they describe a scientist? Not too long ago, we had a group of
seventh-grade students draw scientists. Overwhelmingly, the pictures depicted
men (some with Einstein-like hair) standing behind lab tables using flasks
or test tubes. The average person might define science as a body of scientific
knowledge. Philosophers may regard science as a means to obtain the truth
through questioning, while scientists probably see science as a means of
exploring a hypothesis by following a set of procedures. In a classroom, the
teacher may encourage students to think of science as problem solving, obser-
vation and description of the real world, discovery, seeking the truth, studying
nature, turning facts into theories, organizing knowledge, using logic, or study-
ing the universe.
While all of these statements have a connection with science, each is only
a part of science—only when they are put together do they begin to represent
science. Science is learning about the world. All dimensions of science rather
than an emphasis on only science content, support this learning. Knowledge is
obtained through observations and investigations that can be substantiated by
others. According to the National Research Council (NRC; 1999), explanations
that cannot be based on empirical evidence are not part of science. Science is
one subject that encourages concrete action (Wright & Wright, 1998).
There are three aspects of science knowledge for which scientists are
responsible—understand, explain, and apply. Careful observations, designed
experimentation, and logical reasoning can accomplish these aspects. Scientists
are also responsible for making understandings public. Generally, scientists
make these public at professional meetings or in journals. Other scientists then
carefully review these understandings, making critical comments and sugges-
tions (Chiappetta & Koballa, 2002). Students who are scientifically literate are

 Reading,
Writing, and
Inquiry in
the Science able to not only follow scientific procedures, but they also understand, explain,
Classroom
and apply their knowledge.

What Is Scientific Literacy?

According to the NRC (1996), a scientifically literate individual is able to

• experience the satisfaction of understanding the natural world;

• use scientific thinking in making personal decisions;
• participate intelligently in societal discussions on science and technol-
ogy; and
• attain the skills and knowledge that are required for being productive in
our current and future economies. (p. 13)

The characteristics of a scientific literate adult include being able to use clear
and accurate communications skills determining differences between vague
and unsubstantiated arguments with possible and relevant ones (American
Association for the Advancement of Science [AAAS], 1993). People need to be
able to apply problem-solving skills to everyday life (Wright & Wright, 1998).
While scientific knowledge is dependent upon texts, DeBoer (2000) noted
that being able to read and write about science is rather broad and is not nec-
essarily being scientifically literate. Just being able to memorize vocabulary is
NOT being scientifically literate (Norris & Phillips, 2003). Students need to
understand the vocabulary allowing them to read alternative views in articles
and comprehending science ideas in the media (Miller, 1998).
There are obstacles that interfere with scientific literacy. Rather than teach
in an inquiry fashion to promote scientific literacy, critics assert that students
are being taught in preparation for standardized testing (Bentley, Ebert, &
Ebert, 2002; Grossen, Romance, & Vitale, 1994; Rescher, 2000). On the other
hand, others claim that science teachers have little or no concern for reading
in science and do not see reading as an important part of science (Wellington
& Osborne, 2001). To further complicate matters, while science departments
are made up of qualified teachers who are socially respectful of each other,
often there is little or no collaboration among departments. Not only is science
taught separately from other academic areas, but it is also divided into separate
compartments within its own department (Rubin & Wilson, 2001). How much
more beneficial science and literature education could be if they were brought
together by creating experiences where students use principles, theories, and
generalizations from both academic areas to solve a particular problem or
explore an area of interest (Howes, Hamilton, & Zaskoda, 2003).
Learning science is a personal and social exploration that promotes concep-
tual change. For there to be true science literacy, experiences must incorporate
scientific inquiry and self-discovery (Wright & Wright, 1998). The more direct
the student involvement, the better the experience is (King, 2007). Throughout
this book, we hope to provide readers with ideas to increase science literacy
through curriculum not traditionally associated with science—reading and
writing.
 inquiry and
scientific

literacy
How Do We Reach
Scientific Literacy?
There are many options for improvement in science education for high school
students. Many contemporary reform ideas are based on advances in cognitive
psychology and human development research (Wandersee, Mintzes, & Novak,
1998). As a result, the National Science Education Standards were developed to
provide curriculum and instructional guidelines for all students that describe
what students and teachers need to know in order to promote a science-literate
society. States have implemented their own standards based on these national
standards. Teachers and science curriculum coordinators need to be aware
of their state’s science standards to ensure that the standards are better met
(NRC, 1996). As the final arbiters of any reform, teachers’ perceptions about
reform ideals are worthy of investigation (Crane, 1998). There is no single cur-
riculum adequate for all students. Some have even turned students off science.
Curriculum designers must take care to not adopt any one wholesale package
program (Airasian & Walsh, 1997; Nordstrom, 1992).
Learners involved with a process of inquiry that allows them to answer
questions that challenge their prior knowledge about themselves, the world
around them, and the environment are growing in science literacy and
knowledge. Students can then restructure their informal ideas to those con-
sistent with the science community (Driver, Asoko, Leach, Mortimer, & Scott,
1994). Unfortunately, in many science classrooms, inquiry has not achieved
primacy over the traditional teaching method. Bentley and Alouf (2003)
determined that

While leaders in the field of science education and science teacher

educators continue to promote inquiry teaching, traditional didactic
expository instructional methods; such as teacher-centered whole-
class lecture and textbook-based read-about-science activities still make
up much of the science instruction in American classrooms. (p. 3)

The environment found in an inquiry-based science classroom may blos-

som from the different abilities, attitudes, experiences, and interests that stu-
dents bring. Mary Ellsworth (2002), model teacher for the Gallaudet University
Model Secondary School for the Deaf in Washington, D.C., suggests that many
teachers do not know the value of using activity-based activities with deaf stu-
dents. We suggest that activity-based science has application for all students,
including those with disabilities.
Good science inquiry involves learning through direct interaction with
materials and a phenomenon (Kluger-Bell, 2000). It involves making obser-
vations, posing questions and researching with books and other resources to
enhance what is already known, planning investigations to solve problems, and
comparing what is already known along with the investigation’s experimental
evidence. It is important to use current scientific knowledge and understanding
to guide the scientific investigation. Inquiry uses tools to gather, analyze, and
interpret data. Technology used to collect the data can enhance the amount
 Reading,
Writing, and
Inquiry in
the Science of data, the speed with which it can be collected, and potentially the accuracy
Classroom allowing the investigator to analyze and quantify the results. Communicating
the results concludes the research. Researchers need to propose answers, expla-
nations, and predictions throughout the investigation and use critical and logi-
cal thinking, identify assumptions, and consider alternative explanations. It is
because of these last three activities that science distinguishes itself from other
ways of knowing and provides for the best possible explanations of the natural
world.
One of the benefits of inquiry-based instruction that has been observed
is enhanced students’ performances in laboratory skills and interpreting data
(Mattheis & Nakayama, 1988). An inquiry-based classroom promotes critical-
thinking skills. It empowers students to become independent and lifelong learn-
ers (Llewellyn, 2005). According to Regan, Case, and Brubacker (2000, p. 2),
“inquiry-based classrooms promote critical thinking skills and habits of mind.”
To urge educators to promote broader objectives in education, Ferrero
(2005, p. 425) expanded on the four NRC (1999) principles necessary in a
learning environment. He stated that

• Schools and classrooms could be learner centered with students setting

their own learning by means of consulting with peers as well as the
teacher.
• To ensure that students understand information and subject matter,
classrooms should be knowledge centered with students knowing why it
is important to know what is being taught.
• Assessments should be ongoing with both teachers and students guiding
instruction and monitoring progress.
• There should be a strong sense of community with focus on career and
connections to the outside world that help prepare students to identify
social injustice and organize for political action.

Science, Technology, and Society (STS) programs have been particularly

successful because topics are frequently related to students’ lives. Activities are
often conducted by groups, and there are often connections to other school sub-
jects. Teachers who guide students to make connections with other subjects help
the students go beyond learning isolated facts. Students can focus on processes
for learning. Students who have difficulty in some areas often become problem
solvers and have learned to develop other skills. Learning can be enhanced by
tapping into these other learning modes (Caseau & Norman, 1997).
STS activities may help students identify with the science they are learning
in their classrooms. Additionally, their environments and personal issues may
provide an opportunity to develop questions for inquiry. By being aware of stu-
dents’ lives outside of school, teachers and curriculum developers may make
decisions that provide for relevant and motivational learning experiences.
 inquiry and
scientific

literacy
Classroom Strategies
We tend to teach the way we personally learn and often must make a deter-
mined effort to consider our students’ preferences. Students learn better and
enjoy their learning activities more when the teaching style closely matches
their learning styles (She, 2005). It is beyond the scope of our discussion here
to spend an inordinate amount of time on the many different learning-style
theories. These theories can be synthesized into identifying three different
kinds of learners—visual, auditory, and kinesthetic. Between 30% and 35% of
students are probably visual learners. They relate to pictures more than words;
they would rather view materials than read them. They learn vocabulary in
context after having opportunities to hear the words. They use visual cues
in texts; graphic organizers help them comprehend material. Approximately
the same percentage are tactile-kinesthetic learners. They look at such things
as the shape of words and understand concepts better if they have concrete
examples at the beginning of the learning experience. Auditory learners like to
hear and talk about their learning (Winebrenner, 1996). With so many differ-
ent students, we can’t be expected to meet every student’s learning style every
day. Instead, throughout a unit of study, we can include activities related to a
variety of learning styles.
Most secondary classroom strategies fall into categories. According to
Chiappetta and Koballa (2002) the strategies include lectures during which
teachers present ideas to a large group of students. In these situations, there is
little student involvement. Discussions allow students to clarify ideas; however,
unless the discussions are carefully designed, teachers often do most of the talk-
ing, and student willingness to participate may vary according to the classroom
climate. Demonstrations usually have minimal student participation but do help
teachers explain ideas and guide thinking. Laboratory or hands-on activities are
usually predictable and prearranged by the teacher. However, they may be
designed to encourage process skills, inductive reasoning, or deductive reason-
ing. Simulations and games help students visualize events or objects they might
otherwise not have the opportunity to experience. The availability of technol-
ogy allows for rich learning experiences for students in many classrooms. The
final strategy as outlined in Chiappetta and Koballa’s work is recitation. While
this does involve student participation, it is usually teacher directed and deals
with rote memory of knowledge.
Inquiry, as recommended by Project 2061 of the AAAS (1993) engages
students with productive questions, prompting them to become actively
engaged in seeking a solution. Students are encouraged to work in coopera-
tive groups testing ideas, collecting data, forming conclusions based on the
evidence obtained, and communicating results. Teachers are encouraged to
deemphasize rote memorization of vocabulary (Chiappetta & Koballa, 2002).
Teaching science by inquiry allows students to perform investigations
using skills used by scientists. Productive questions to guide students from
recitation of facts to being able to apply knowledge in new situations and then
to making evaluations based upon knowledge promotes thinking. Students
should be engaged in science process skills such as observation, classification,
 Reading,
Writing, and
Inquiry in
the Science measurement, mathematic calculations, making predictions, and designing
Classroom
investigations through the manipulation of controls. Use of these skills helps
students become better problem solvers (Chiappetta & Koballa, 2002).
How are you smart? We’re not asking how smart you are. What are you
really good at doing? Look at your students. Do you have natural leaders, quiet
thinkers, sports jocks, and artists? According to a theory proposed by Howard
Gardner, there are at least eight “intelligences” or ways of being smart and we
all have each of the intelligences in some degree. Multiple Intelligences theory
has the potential to enhance conceptual understanding in science, foster posi-
tive attitudes toward science, increase enjoyment of and participation in sci-
ence, and create more authentic learning experience in science (Goodnough,
2001; Thompson & MacDougall, 2002). If we design units during which many
of the intelligences are addressed, students will not only have an opportunity
to participate in an area of strength, but will also be challenged to expand their
capabilities in other areas. For example, an inquiry unit that includes reading,
field studies, problem solving in groups, an oral presentation with visual aids
designed by students, and individual logs and reflections can meet the needs of
a variety of students.

Figure 1.1 Howard Gardner’s Intelligences

Verbal-linguistic—These are your students who are good talkers,

readers, and writers.
Mathematical/Logical—These are your analytic thinkers who are
comfortable with if . . . then statements and calculations.
Musical—These students are musical, and they are also those who can sense
rhythms in nature or their environments.
Visual/Spatial—These students are your artists, ones who can organize
space around them. They can visualize quantities and volumes.
Interpersonal—These are the students who work well in groups; they are
often your leaders.
Intrapersonal—These students are your quiet thinkers; they may be shy and
reluctant to speak out, but actually think things through and
may come up with great ideas.
Bodily Kinesthetic—These students are physically aware and enjoy working
with their hands and bodies.
Naturalist—These students are keenly aware of their environment. They can
easily distinguish between different species or even the kinds of
cars they see on the road.

SOURCE: Adapted from Manner, B. M. (2001). Learning styles and multiple intelligences in students:
Getting the most out of your students’ learning. Journal of College Science Teaching, 30(6), 390–393.

Discrepancies between goals for student achievement and what we actu-

ally see happening suggest that one-size-fits-all strategies are not the answer.
Perhaps, in addition to identifying the features of materials that are not work-
ing, we should consider the needs and abilities of the students. Students may
have different goals—some actually anti-achievement goals—that may be
 inquiry and
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literacy
based upon their backgrounds, interests, and abilities (Chamberlain, 2003).
Inquiry-based science can help students identify goals and work toward achiev-
ing these goals.
Mastropieri and Scruggs (1992) suggest that the characteristics of science
make science classes appropriate for inclusion of students with special needs.
They suggest that the experiential hands-on approach can help develop skills
and knowledge necessary for adult life. Experiences in science can help stu-
dents develop problem-solving and decision-making skills. Although including
students with exceptionalities may require some modifications of classroom
procedures and strategies, students benefit from access to the same curriculum
as other students and the opportunities for social interactions and friendships
with their peers (Mastropieri & Scruggs, 2001).
Because science provides an opportunity for students to “develop reasoning
skills and apply the scientific ‘process’ skills . . . to phenomena they encounter
in their everyday lives” (Scruggs, Mastropieri, & Wolfe, 1995, p. 223), it is an
important subject for students with mental retardation. Activity-based learn-
ing allows students to interact with phenomena and to manipulate equipment
and materials. Practice with decision making and problem solving helps stu-
dents achieve academic and social goals (Caseau & Norman, 1997).
Most of the students included in regular classes with individualized educa-
tion plans (IEPs) will be labeled learning disabled (LD). However, this category
is wide and has many variations. The common characteristic of students with
learning disabilities is that a student is at or above average in general intel-
lectual ability, but there are discrepancies in achievement among different
academic areas. For instance, a student may have high achievement in mathe-
matics but have difficulty reading. Individual students may have difficulty read-
ing, expressing thoughts in writing or orally, or difficulty with focusing on tasks
or calculations. Students with learning disabilities may exhibit inappropriate
social behavior either from self-consciousness regarding academic deficiencies
or from inappropriate interpretation of social cues. A student with a history
of school failure or underachievement can be expected to lack motivation for
future school tasks and may have attention problems (Scruggs & Mastropieri,
1993). Students with learning disabilities may require fewer accommodations
in science classes that are well structured and activity based than in any other
academic subject. In fact, classes that are well structured and activity based are
particularly helpful to students with a learning disability (Caseau & Norman,
1997). Only careful scrutiny of a student’s IEP and consultations with spe-
cial educators familiar with the student can identify adaptations that may be
required in the classroom.
A student’s success is directly related to how the student sees himself or her-
self as a learner and how the student defines success. Success in science is also
determined by how well the curriculum matches the needs of students—devel-
opmentally, culturally, and academically (Chamberlain, 2003). Inquiry-based
science can be a vehicle to meet the challenges of diversity among students and
the need for science literacy in a changing society. The task is not easy, but it
is worth the effort. The National Science Teachers Association’s 2004 position
statement supports the inclusion of special students in science. The organization’s
 Reading,
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Inquiry in
the Science Web site (www.nsta.org), which provides background information and sug-
Classroom
gested strategies for many disabilities, is an excellent resource for teachers. The
suggestions are practical and easy to use; they mirror many of the strategies
already presented in this book. There are also other organizations that provide
information for teachers. On the Rochester Institute of Technology’s Web site
(www.rit.edu), teachers can find information about the Clearinghouse on
Mathematics, Engineering, Technology, and Science (COMETS) program; the
site has many suggestions and provides support for those working with stu-
dents who have hearing impairments.

Questioning
We keep mentioning questions—student and teacher posed—that guide
inquiry. Well-designed questions focus attention and help students move
beyond facts to understanding and application. The lowest level of questions
requires recitation of information students have acquired from sources. These
literal questions encourage students to search for facts. Although facts may be
important, questions that require students to make inferences, connect infor-
mation, and apply information to new situations are necessary. At the highest
level of questioning, the critical level, students are required to evaluate infor-
mation, to challenge information by comparing several sources of information,
and to use information to support conclusions (Gabler & Schroeder, 2003).
If the goal of a question is to focus students on facts or observations, one
may use phrases such as “how many . . . ” or “what happened when. . . .”
However, to move students to higher thinking, use questions that require stu-
dents to compare and contrast ideas or results. Ask students “what if . . . ” or
“how could we . . . ” or give reasons and explain phenomena. It may be neces-
sary to start with lower-level questioning and guide students to more inquiry-
focused questions. However, open-ended questions, ones that do not have just
one right answer, are most productive in inquiry-focused science.

Inquiry Teaching Models

The most widely promoted approach to science instruction today is construc-
tivism, which holds that knowledge is constructed within the human minds
and social communities (Richardson, 1999). The teacher is no longer the con-
troller of students (Tobin & Dawson, 1992). Learning is built upon knowledge
from previous experiences, feelings, and skills. While constructivism does not
neglect basic skills, it emphasizes thinking, reasoning, and applying knowledge
(Moussiaux & Norman, 2005). Misconceptions are common and sometimes
interfere with learning if students resist changing their own ideas (Schulte,
1996). Once learners assimilate or acquire new ideas to replace their old
conceptions with new ones, then accommodation occurs. This happens when
the learner becomes dissatisfied with existing conceptions (Wandersee et al.,
1998). Often, a lot of time in science classrooms is spent on helping students
 inquiry and
scientific

literacy
take in new information, but often with little attention to helping them learn to
apply this information in real-life situations.
Students do not simply learn by listening to someone talk or by reading a
textbook (Rakow, 1998). If students know the teacher will be testing on factual
aspects of a reading assignment, they will adopt an apathetic stance, seeking
only the factual information in their reading assignment (Rosenblatt, 1991).
Mayer (1995) noted that this form of reading may actually interfere with the
science process. Textbooks and illustrations may confuse students’ understand-
ing of concepts. Suggestions to help overcome these problems when using text-
books will be discussed in Chapter 2.
The constructivist model of learning is reflected in inquiry-based instruc-
tion and is characterized in a variety of ways (Collins, 1986; DeBoer, 1991).
Teachers and students become partners in learning with students having a role
in producing knowledge, not just receiving it from the teacher (Haury, 1993).
Students are capable of providing insight into the effectiveness of curriculum
(Chamberlain, 1999). Students are more apt to understand the natural world
if they are given the opportunity to use their senses to directly observe natural
phenomena. Sometimes scientific instruments are needed to extend the power
of their senses (National Science Board, 1991).

5E Model for Lesson Design

The 5E Model is made up of five distinct parts and can be an extremely
effective learning approach (Guzzetti, Taylor, Glass, & Gammas, 1993; Lawson,
1995). This model gives students the opportunity to raise questions and put
abstract experiences in communicable form. They can expand on previously
learned concepts making the connection to other concepts. This, in turn, leads
to further inquiry and new understandings (not to answers, but more ques-
tions). The five parts of this lesson design are:
1. Engage—During this segment of the lesson, the intent is to capture stu-
dents’ interest, get them thinking about the subject matter, and stimulate
their thinking.
2. Explore—Students are given the opportunity to design and implement their
own investigation. Through observations, forming hypotheses, recording
data, organizing their findings, creating graphs, and other forms of commu-
nicating their results, students then share their findings.
3. Explain—The teacher introduces facts, models, laws, and theories to the
students during this phase. Students are helped with scientific vocabulary
and guided in formulating questions to help them explain the results of
their exploration.
4. Elaborate—At this point of the model, a transfer of learning from one
concept to another should take place with students applying their new
knowledge.
5. Evaluate—Students and teachers conduct assessments that are not only
formative but are also summative of students’ learning.
10 Reading,
Writing, and
Inquiry in
the Science Teachers also look for understanding during the Explore and Explain
Classroom
phases. According to Colburn and Clough (1997), students can design experi-
ments as part of their assessment. They can also create explanations and dem-
onstrations of their knowledge. It is extremely important for students to have
adequate time to discuss their findings, present their data, and listen to what is
presented by others, as it is crucial to improve retention of the knowledge and
concepts gained through the initial inquiry.

7E Model (An Expansion of the 5E)

Arthur Eisenkraft (2003), project director of the Active Physics program,
expanded on the 5E by adding two additional phases. He divided the Engage
phase to include an Elicit phase. While it is important to engage students in
inquiry, it is also important for the teacher to understand students’ prior knowl-
edge. This can be accomplished by asking productive questions that elicit stu-
dents’ understanding about a concept. Eisenkraft also added the Extend phase
at the end, which allows students to challenge what they have already learned.
Students can then practice the transfer of learning.
While the 5E has been proven to be quite effective, the 7E can further help
teachers to address the important, essential requirements for learning of elicit-
ing prior understandings and transfer of concepts.

Generative Learning Model

Another model for effective inquiry-based lesson design is the Generative
Learning Model (GLM; Osborne & Freyberg, 1985). There are four phases to
this model. During the Preliminary Phase, the teacher discovers and classifies
students’ views about a topic. It is then determined what scientific views are
necessary. The teacher also must consider the evidence necessary to lead the
students to abandon old views. This is accomplished by having students com-
plete surveys or participate in other activities designed to pinpoint their existing
understandings.
The second phase is the Focus Phase. It is at this point the teacher estab-
lishes a context and provides motivating experiences to help students become
familiar with materials. Students generally are active in explorations that help
them think about what is happening. They generate questions related to the
concept at task. Based on prior knowledge and the present experience, students
can clarify their own views and share information with the class via discus-
sions and/or displays. The teacher asks open-ended questions to interpret the
students’ responses and understand changes in students’ views.
During the Challenge Phase, the teacher facilitates an exchange of views,
allowing all interpretations at this time. If necessary, the teacher can encour-
age further procedures to help present evidence from a scientific viewpoint.
Students, in this phase, conduct further testing to check for validity of their
views, making comparisons with those of the other pupils in the class and those
of the scientific community.
 inquiry and
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literacy
To complete the GLM, students begin the Application Phase. The teacher
assists students by stimulating and contributing to discussions, and helps
students solve advanced problems by directing them to places where they can
obtain accurate information. Students are asked to clarify their new views by
solving practical problems using the concept learned as a basis. They present
solutions to others in the class and suggest further problems that arise from
their experiences.

Figure 1.2 5E Lesson Plan—Erosion and Runoff

ENGAGE: Tell the students you are going for a walk outside. Have them discuss
and explain what they might see if soil has moved from one place to
another. Discuss why this might have happened (suggested responses:
erosion, puddles, areas that are on a slant). Take students on a walk
outside to make observations of the land. They are to make note of
where the soil is worn away or collected in an area. Upon return to the
classroom, have students make a list of sites where the soil was worn
away or collected. Possible questions: What are the differences between
the areas? What do you think caused the differences? Be sure to have
students recognize that humans may also be a cause.

EXPLORE: Have students construct a model to investigate how changes

may have occurred using suggestions below. Once the model is con-
structed, have students draw and label a diagram of their model.
A prediction should be made about what would happen if it rains.
Students should then use the watering can (one cup of water for each
landscape model). Observations should be made after water is poured
over each area. Wait several minutes and have the students make
final observations on the effect of water on their landscape and in the
quart jars. Make comparisons with their predictions.

EXPLAIN: Record student results on the board—predictions and final observa-

tions. Questions: What actually happened when it rained on your land-
scapes? What changes took place? What differences did you notice? What
happened to the soil? Where did it go and why? Record key statements
on the board. Some may include: dirt and water washed away, rain car-
ried soil down the incline, sod held the water better than the other two.
Relate students’ observations to scientific knowledge. Using student mod-
els, have students label erosion and deposition. Students can then define
these terms. Students should be aware that soil that has ground cover
is less apt to erode and form deposits lower down a hill. Help students
understand that water is not the only cause of erosion. It can be caused
by wind, people, animals, and so forth. Discuss how crop rotation and
how planting in a horizontal fashion will cut down on erosion.

(Continued)
12 Reading,
Writing, and
Inquiry in
the Science Figure 1.2 (Continued)
Classroom

EXTENSIONS: Have students use their poorest landscape models and design
ways of decreasing or elimination erosion. Students should draw and
label a diagram of their planned model and the materials they would
use. They will then write a short explanation of why they think their
ideas will work to curb erosion. They will need to submit a list of addi-
tional materials their models will need. Give students time to build
their new landscapes. To enhance this activity with reading and writ-
ing, students could research a variety of areas in the country that are
the result of erosion: the Grand Canyon, Mississippi River Delta, and
so forth. Students could also read selections from The Grapes of Wrath
by John Steinbeck or Out of the Dust by Karen Hesse.

EVALUATION: Take pictures of students’ end models and have students do a

classroom presentation identifying how and why their models work.
As a homework assignment, students could walk around the area
where they live looking for areas of erosion and deposition. They
could draw, label, and write brief descriptions of their observations.

MATERIALS: Three plastic shoeboxes (cut a hole sized to fit tubing and
sealed around the tubing with tape or other adhesive at the bottom of
one short side in each container); flexible plastic tubing; quart jars;
sod for one container; soil for one container covered with straw; soil
for remaining container; watering can with water.

SETUP: Elevate one end of each container. Tubing hanging from each con-
tainer should be placed in quart jar to collect runoff.

SOURCE: Environmental workshop activity developed by Christine Crane, Rich Gulyas, and Michael Lovegreen.

Figure 1.3 A Generative Learning Model Lesson—Pendulums

PRELIMINARY PHASE: To ascertain students’ knowledge.

Begin by telling students a story about a young couple who
were taking a stroll through the jungle when they heard a loud
noise behind them. When the young man turned to look, he
noticed that a herd of elephants was headed in their direction.
Both began running to get away from the wild herd. All of a sud-
den, they came to the edge of a raging river. A quick decision had
to be made! They really could not go around the river as it would
take too long and there was the possibility of the elephants fol-
lowing. There were two vines hanging down from a tree to help
them get to the other side of the river. One vine was shorter than
the other. Here is the problem for your group to solve: Which
vine should the young man take to get across the pit the quick-
est? Should he take the short vine or the long vine? Should he
take his girlfriend with him or go alone?
 inquiry and
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literacy
Students are encouraged to come up with their own ideas,
writing them in their science journals or lab sheets. They must
also explain why they made their decisions. The teacher can then
ascertain students’ views and understanding of pendulums.
FOCUS PHASE: Students should be actively involved in explorations helping
them think about the material.
Students are placed in groups selecting materials, collecting
data, and placing data in charts in preparation to share with the
whole group. Upon completion of their explorations, they will
share their conclusions with the whole group.
CHALLENGE PHASE: An exchange of views and interpretations is made at
this time. Further procedures may be necessary to present the
evidence from a scientific point of view.
Students begin sharing final results. A discussion of pendu-
lums takes place. The group may design a uniform procedure for
each group to follow. At this time, the teacher can present a dis-
crepant event with chains and other pendulums to demonstrate
change in the center of mass.
APPLICATION PHASE: Advanced problems are given to ascertain students’
new understanding of pendulums.
Remind students of times when as children they swung on
tree swings. Show them a picture of a swing in a tree. (Two vines
hang from the branch of a tree. One side of the branch is higher
than the other. The board to sit on is level with the ground.)
Explain to the students that unfortunately it swings crooked. In
groups, they are to fix the problem by making the board swing
straight. They cannot make a tire swing!
SUGGESTED MATERIALS: metric rulers, fishing weights, string, calculators,
masking tape, stopwatches

SOURCE: Adapted from Kyle, W., Bonnestetter, R., McCloskey, S., & Fults, B. (1985). What research says:
Science through discovery: Students love it. Science and Children, 23(2), 39–41.

Assessing Inquiry
Standards-based assessments that specify what students need to know by a
specific grade level have become the norm in schools across the country; thus,
teachers can match standards to skills that are developed in the curriculum.
Assessments can take two basic forms: traditional assessments (generally paper-
and-pencil tests or quizzes) and performance/authentic assessments (require
students to demonstrate their knowledge in different formats). For example, in
Chapter 4, students’ writing projects and, in Chapter 5, students’ multimedia
projects are ways to demonstrate knowledge. Other examples include:

• Inquiry-based investigations at the conclusion of a group

activity—The whole group could hand in one report based on group
results. A student who disagrees could submit an individual report for
14 Reading,
Writing, and
Inquiry in
the Science separate grading, or the whole group could work together with each
Classroom
student submitting a written report for grading. Finally, the whole group
could work together on an investigation with each student keeping his or
her own data and submitting individual reports.
• Teacher observation—Checklists of students’ accomplishments based
on instructional objectives make this more manageable.
• Interviews with students—This form may be time consuming.
Teachers may find it easier to interview a group while they are working
on an investigation. Berenson and Carter (1995) suggest that the teacher
provide questions and tape student-to-student interviews to review
later.
• Journals—While there is no specific format, teachers can guide the writ-
ing, initially giving focus on what is to be included. These are more fully
discussed in Chapter 4.
• Concept maps—Students graphically construct relationships of topic.
This could be done as a pre-evaluation and then upon completion to
show growth of students’ understanding. Concept maps may also dem-
onstrate students’ misconceptions (Roth, 1992).
• Drawings—Drawings done before an activity or lesson can reveal stu-
dents' initial perceptions and then be compared to final drawings for
changes of understanding.
• Portfolios—Long-term documentation of students’ classroom work is
kept in folders or files. Students and teacher have input creating a part-
nership in the assessment process, and the contents of the portfolio also
allow the teacher to assess students’ growth. Students can reflect on their
work (Paulson & Paulson, 1990). Additionally, portfolios can be vehicles
for communication between parents and teacher (Nickelson, 2004).

Standards
When compared with other nations, the United States lags behind in the under-
standing of science knowledge (Third International Mathematics and Science
Study, 1996). Because of federal requirements related to the No Child Left
Behind Act, many contemporary reform ideas in science education are reach-
ing practitioners. These ideas are based on advances in cognitive psychology
and human development research (Rakow, 1998; Wandersee et al., 1998).
The ideas have promoted much debate by those who wish to contest the epis-
temological basis for learning science present in those reports (Crane, 1998).
As a result, the National Science Education Standards were developed to provide
curriculum and instructional guidelines for quality science education for all
students. States have implemented their own standards based on these national
standards. Standards describe what students and teachers need to know in
order to promote a science-literate society. While some seem intimidated by
the standards, most were already being addressed in curriculum before they
became formal standards (Rakow, 1998). It is essential that teachers and
 inquiry and
scientific
15
literacy
curriculum coordinators are aware of standards to ensure that standards are
met (NRC, 1996).

Summary
Standards are written for teachers to encourage students to become profi-
cient by setting their own personal goals under the guidance of a skilled and
knowledgeable teacher. As students mature, their capacity to inquire changes,
becoming more sophisticated (Rakow, 1998). Students are more apt to under-
stand the natural world if they are given opportunities to work directly with
natural phenomena. They are also more likely to be interested in curriculum
if it relates to their own lives. By using their senses to observe and by using
scientific instruments, students are capable of extending the power of their
senses (National Science Board, 1991) and learn science content more effec-
tively. A student’s success is directly related to how the student sees himself or
herself as a learner and how the student defines success. Success in science is
also determined by how well the curriculum matches the needs of students—
developmentally, culturally, and academically (Chamberlain, 2003). Inquiry-
based science can be a vehicle to meet the challenges of diversity among stu-
dents and the need for science literacy in a changing society. The task is not
easy, but it is worth the effort.
Whether the 5E or GLM lesson design is used by teachers to frame inquiry
lessons in science classrooms, the goals include science literacy and under-
standing. Throughout this book, the examples provided can be adapted to
either model. As you continue reading the following chapters, connections
to the proposals of the National Science Education Standards (NRC, 1996) may
become apparent as we ask you to consider different approaches to teaching
science content.
16 Reading,
Writing, and
Inquiry in
the Science Figure 1.4 Changing Emphases in Science Education
Classroom

Less emphasis on: More emphasis on:

• Memorizing facts and • Understanding science con-
information cepts and developing abilities
• Isolated learning of subject of inquiry
matter disciplines (physical, life, • Integrating all aspects of
earth science) science content
• Separating science knowledge • Studying a few fundamental
and process science concepts
• Covering many science topics • Investigative and analytical
in a course science questions
• Implementing inquiry as a set • Extended periods of time for
of processes investigation
• Activities to demonstrate and • Allowing for the development
verify science content or revisions of an explanation
• One class period investigations • Communication of students’
• Emphasis on process skills rather scientific explanations, ideas,
than the overall picture and information
• Looking for one right answer • Allowing more time for investi-
• Teacher providing answers gations in order for students to
• Doing investigations without develop understanding
defending a conclusion • Groups of students working
• Covering a large amount of together to solve problems
material allowing for only a few • Coordinating planning,
investigations teaching, and assessments
• Private communication of
students’ ideas and conclusions
to teacher

SOURCE: Adapted from National Science Education Standards, NRC, 1996.