aps | Although "inquiry teaching" has been a hot topic in science education
for many years, it may be useful to reflect on some unresolved issues
associated with it. The main point of this essay is that the relative
effectiveness of different types of instructional "approaches" is not
always investigated with the same rigor that permeates all strong
scientific disciplines–clear definitions, well-defined empirical
procedures, and data-driven conclusions. The second–and more
contentious–point is that for many aspects of science instruction,
"discovery learning" is often a less effective way to teach than a
direct, didactic, and explicit type of instruction. Some in the physics
education community may view this assertion as a foolhardy heresy, while
for others it may be a dark secret that they have been reluctant to
share with their colleagues. But heresies and secrets are hardly the way
to discover and implement maximally effective instructional methods for
teaching science.
I am not alone in suggesting that common practices in physics education may have scant empirical support. Several years ago Handelsman, et al.1 asked: " … why do outstanding scientists who demand rigorous proof for scientific assertions in their research continue to use and, indeed, defend on the basis of their intuition alone, teaching methods that are not the most effective?" (p. 521) The specific lament in Handelsman et al. is the claim that much science education is based on a traditional form of didactic lecturing. However, one could just as well use that very same critique about the lack of "rigorous proof" to challenge the current enthusiasm for "inquiry approaches" to science education.
For example, an influential report from the NAS on inquiry approaches to science education2 states that "…studies of inquiry-oriented curriculum programs … demonstrated significant positive effects on various quantitative measures, including cognitive achievement, process skills, and attitudes toward science." This would seem to be clear evidence in support of inquiry-approaches to science instruction, except that the report goes on to note, parenthetically, that "there was essentially no correlation between positive results and expert ratings of the degree of inquiry in the materials (p. 125)." Thus we have an argument for the benefits of a particular pedagogy, but no consensus from experts about the "dose response", i.e., the extent to which different "degrees of inquiry" lead to different types or amounts of learning.
One wonders about the evidential basis for the wide-spread enthusiasm for inquiry science, given the lack of operational definitions of what constitutes an "inquiry-based" lesson–or entire curriculum–and what specific features distinguish it from other types of instruction. There is a particular irony here in that the very field that has developed extraordinarily clear norms and conventions for talking about methods, theories, instrumentation, measurement, underlying mechanisms, etc. often abandons them when engaging in research on science education.
I am not alone in suggesting that common practices in physics education may have scant empirical support. Several years ago Handelsman, et al.1 asked: " … why do outstanding scientists who demand rigorous proof for scientific assertions in their research continue to use and, indeed, defend on the basis of their intuition alone, teaching methods that are not the most effective?" (p. 521) The specific lament in Handelsman et al. is the claim that much science education is based on a traditional form of didactic lecturing. However, one could just as well use that very same critique about the lack of "rigorous proof" to challenge the current enthusiasm for "inquiry approaches" to science education.
For example, an influential report from the NAS on inquiry approaches to science education2 states that "…studies of inquiry-oriented curriculum programs … demonstrated significant positive effects on various quantitative measures, including cognitive achievement, process skills, and attitudes toward science." This would seem to be clear evidence in support of inquiry-approaches to science instruction, except that the report goes on to note, parenthetically, that "there was essentially no correlation between positive results and expert ratings of the degree of inquiry in the materials (p. 125)." Thus we have an argument for the benefits of a particular pedagogy, but no consensus from experts about the "dose response", i.e., the extent to which different "degrees of inquiry" lead to different types or amounts of learning.
One wonders about the evidential basis for the wide-spread enthusiasm for inquiry science, given the lack of operational definitions of what constitutes an "inquiry-based" lesson–or entire curriculum–and what specific features distinguish it from other types of instruction. There is a particular irony here in that the very field that has developed extraordinarily clear norms and conventions for talking about methods, theories, instrumentation, measurement, underlying mechanisms, etc. often abandons them when engaging in research on science education.
