Rethinking Science Education Practices: Shifting from Investigation-Centric to Comprehensive Inquiry-Based Instruction
Inquiry-based learning (IBL) has become a cornerstone of contemporary science education, championed by frameworks like the Next Generation Science Standards (NGSS). While designed to engage students actively in scientific practices, inquiry is often misapplied, resulting in an overemphasis on hands-...
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MDPI AG
2025-01-01
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| author | Dana Lynn Morris |
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| description | Inquiry-based learning (IBL) has become a cornerstone of contemporary science education, championed by frameworks like the Next Generation Science Standards (NGSS). While designed to engage students actively in scientific practices, inquiry is often misapplied, resulting in an overemphasis on hands-on investigations. This investigation-centric approach can overshadow other essential phases of inquiry, leading to a superficial understanding of scientific concepts. This paper introduces a Comprehensive Inquiry-Based Science Education (CIBSE) Framework, grounded in responsive teaching and aligned with the NGSS scientific and engineering practices. The framework emphasizes student reasoning, explanation, and the balance between short exploration and scaffolded support, aiming to offer a more holistic approach to inquiry-based science instruction. By synthesizing key elements from existing models and cognitivism, constructivism, and sociocultural learning theories, the CIBSE Framework addresses current gaps and limitations, providing educators with strategies to guide students toward deeper conceptual understanding and critical thinking. Ultimately, this balanced, adaptable framework empowers educators to meet diverse classroom needs, fostering scientific literacy and critical thinking skills essential for navigating an increasingly science-oriented world. |
| format | Article |
| id | doaj-art-165c88e06fbc400494c319cf9bd752c9 |
| institution | Kabale University |
| issn | 2227-7102 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-165c88e06fbc400494c319cf9bd752c92025-01-24T13:30:29ZengMDPI AGEducation Sciences2227-71022025-01-011517310.3390/educsci15010073Rethinking Science Education Practices: Shifting from Investigation-Centric to Comprehensive Inquiry-Based InstructionDana Lynn Morris0School of Education, The University of Texas at Tyler, Tyler, TX 75799, USAInquiry-based learning (IBL) has become a cornerstone of contemporary science education, championed by frameworks like the Next Generation Science Standards (NGSS). While designed to engage students actively in scientific practices, inquiry is often misapplied, resulting in an overemphasis on hands-on investigations. This investigation-centric approach can overshadow other essential phases of inquiry, leading to a superficial understanding of scientific concepts. This paper introduces a Comprehensive Inquiry-Based Science Education (CIBSE) Framework, grounded in responsive teaching and aligned with the NGSS scientific and engineering practices. The framework emphasizes student reasoning, explanation, and the balance between short exploration and scaffolded support, aiming to offer a more holistic approach to inquiry-based science instruction. By synthesizing key elements from existing models and cognitivism, constructivism, and sociocultural learning theories, the CIBSE Framework addresses current gaps and limitations, providing educators with strategies to guide students toward deeper conceptual understanding and critical thinking. Ultimately, this balanced, adaptable framework empowers educators to meet diverse classroom needs, fostering scientific literacy and critical thinking skills essential for navigating an increasingly science-oriented world.https://www.mdpi.com/2227-7102/15/1/73inquiry-based learningscience educationresponsive teachingscientific and engineering practice5E inquiry instruction |
| spellingShingle | Dana Lynn Morris Rethinking Science Education Practices: Shifting from Investigation-Centric to Comprehensive Inquiry-Based Instruction Education Sciences inquiry-based learning science education responsive teaching scientific and engineering practice 5E inquiry instruction |
| title | Rethinking Science Education Practices: Shifting from Investigation-Centric to Comprehensive Inquiry-Based Instruction |
| title_full | Rethinking Science Education Practices: Shifting from Investigation-Centric to Comprehensive Inquiry-Based Instruction |
| title_fullStr | Rethinking Science Education Practices: Shifting from Investigation-Centric to Comprehensive Inquiry-Based Instruction |
| title_full_unstemmed | Rethinking Science Education Practices: Shifting from Investigation-Centric to Comprehensive Inquiry-Based Instruction |
| title_short | Rethinking Science Education Practices: Shifting from Investigation-Centric to Comprehensive Inquiry-Based Instruction |
| title_sort | rethinking science education practices shifting from investigation centric to comprehensive inquiry based instruction |
| topic | inquiry-based learning science education responsive teaching scientific and engineering practice 5E inquiry instruction |
| url | https://www.mdpi.com/2227-7102/15/1/73 |
| work_keys_str_mv | AT danalynnmorris rethinkingscienceeducationpracticesshiftingfrominvestigationcentrictocomprehensiveinquirybasedinstruction |