Recently, I have been learning about the inquiry approach to learning. The inquiry approach to teaching science asks students to make observations, ask questions, hypothesize, make predictions, investigate the situation, interpret the outcomes, and communicate the results. I feel that the inquiry approach to teaching science is a rich and impactful way for students to explore and learn. This approach provides students with the opportunity to think critically about a problem, think creatively, and explore their ideas and possible solutions. Each of these skills are incredibly valuable and will guide students through all types of learning. When I reflect on past learning opportunities that I have experienced, I quickly realize that many moments of deeper learning featured an inquiry approach to teaching and learning. As such, I feel that this approach to teaching science provides students with opportunities for deeper and more meaningful learning. Additionally, the inquiry approach allows for holistic learning as it asks students to utilize prior knowledge, make connections, and consider differing viewpoints. However, it is important to recognize that the inquiry approach has logistical limitations. It can be time consuming and difficult to organize. Moreover, students may be hesitant to fully participate because they are worried about making incorrect predictions or hypotheses. This can be overcome by ensuring that mistakes are viewed as opportunities to learn. Despite this, I feel that the inquiry approach to teaching science is valuable and should be implemented when possible.
