I agree with your thoughts about scientific inquiry in the classroom. I found it interesting that you read the article that opposed this idea. I'm glad I got to read your point of view from what you gained by reading it. Direct instruction definitely should have a place when appropriate in all classrooms. Without it, I fear many misconceptions would occur. I'm wondering if besides using inquiry in science, you could try another subject like math? Reading at 1st grade probably wouldn't work well for inquiry, yikes!
Our district implemented a new resource this year- Illustrative Math. At first, I was hesitant and so nervous- the students work in partnerships to inquire and discover how to do math before direct instruction. I believe the math has really stuck with them so much better and they have a deeper understanding due to inquiry first. Alberts states to allow students to "wrestle with possible answer to the problem before they are told the answer" (Alberts 4). I think math is a great place to also include inquiry.
I find it so hard to have a noisy-messy classroom which is what has hindered me from true scientific inquiry. I feel very judges by visitors when the room is loud. However, I need to embrace this! As long as the 25 3rd grade learners are engaged, motivated, and productive...why be so silent?
I enjoyed reading your thoughts. Have a great school year!
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In reply to this post by firstname.lastname@example.org
Taryn, I am a MS science teacher and I use Inquiry based learning at the beginning of my units to see what students background knowledge the students have. It is an absolute joy to see students grasp concepts and see the lightbulb go one. This allows them to learn grasp at their own level and explore even deeper when we start to get into the concepts.
I too sometimes find myself directing students to discovery or answering questions they pose instead of restating my questions and redirecting with more specific questions until they understand on their own.