Tell-Tale Signs of the Inquiry-Oriented Classroom

Abstract

The rapid expansion of knowledge in all science domains, and the provisional nature of much new knowledge, present the science curriculum with several important challenges. The inquiry-based classroom approach is designed to struggle with the difficulties of the subject in a way that reflects best current understanding about teaching and learning. This article describes the features that characterize student and teacher roles and tasks in a classroom that is representative of a culture of inquiry. Suggestions for principals are included.