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Learning by Investigating

This chapter emphasizes the critical role of investigation in science education, as outlined by the National Research Council (2012). It highlights that the connection between scientific content and the processes of inquiry is vital for effective learning. From kindergarten to beyond, teaching science through investigation fosters engagement and enhances comprehension. The process-oriented approach not only improves retention and problem-solving skills but also equips students with essential methods for knowledge creation. Emphasizing a structured inquiry model, educators can inspire curiosity and deep understanding across all curriculum areas.

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Learning by Investigating

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  1. Learning by Investigating Chapter Four

  2. The Academy of Sciences Take a look at the paper on which the science/engineering/ technology curriculums are being developed. National Research Council (2012). A Framework for K-12 Science Education Practices, Crosscutting Ideas, and Core Ideas. Washington, D.C.: The National Academies Press.

  3. Investigation is Central I The content of science is inextricably connected with the processes by which it was created. And much of that content is best understood in terms of the type of investigation from which it emerged.

  4. Investigation is Central II Teaching science means teaching investigation. Beginning in kindergarten and never-ending.

  5. A First Grade investigates ….

  6. planting seeds under different conditions.

  7. Process-oriented science teaching Works in all curriculum areas … Increases learning and retention of content … Improves capacity to learn and solve problems … Leads to mastery of academic methods for creating knowledge and concepts.

  8. Syntax of Biological Science: Inquiry Model Phase One Phase Two Area of investigation is posed to Students structure the problem. students. Phase Three Phase Four Students identify the problem in Students speculate on ways to the investigation. clear up the difficulty.

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