IBSE Final

Chapter 2 The Teaching of Science Content

tHE tEACHING OF SCIENCE: 21 st-CENTURY PERSPECTIVES 45

Brandwein’s views. He demonstrated in numerous discussions of science

and scientists that he had a clear and deep understanding of inquiry. It seems

only reasonable to recommend that any contemporary view of content would

include scientific inquiry. Again, the standards provide valuable information

for answering questions about scientific inquiry as content and teaching style,

to use Brandwein’s term.

A New Affirmation of Science as Inquiry

Publication of the National Science Education Standards in 1996 gave new life to

the inquiry goal. The standards presented inquiry as a prominent theme for both

teaching and content. Here is a quotation from that document:

Scientific inquiry refers to the diverse ways in which scientists study the

natural world and propose explanations based on the evidence derived from

their work. Inquiry also refers to the activities of students in which they develop

knowledge and understanding of scientific ideas as well as an understanding of

how scientists study the natural world. (NRC 1996, p. 28)

The actual standard states, “As a result of activities in grades 9–12, all

students should develop both abilities necessary to do scientific inquiry and

understandings about scientific inquiry.” Figures 2.4 and 2.5 (p. 46) present

the fundamental abilities and understandings associated with these respective

components of the standards.

Figure 2.4 Abilities of Scientific Inquiry

Identify questions and concepts that guide scientific investigations

Design and conduct scientific investigations

Use technology and mathematics to improve investigations and communications

Formulate and revise scientific explanations and models using logic and evidence

Recognize and analyze alternative explanations and models

Communicate and defend a scientific argument