Lindsay Purnell
ED 503: Instructional Technology
Dr. Richard Holden
March 18, 2013
The 21st Century Science Classroom: Effectiveness of an Inquiry-Based Instructional Approach
Throughout the past decade, there has been an evident transition from a textbook-based to an inquiry-based instructional approach in the science classroom. According to both the National Research Council and the National Science Teachers Association, science classrooms that provide inquiry-based learning practices are more effective in meeting the needs of all learners (Watt, Therrien, Kaldenberg, & Taylor, 2013). In this instructional approach, students conduct investigations and experiments during lessons, students inquire through problem solving and negotiation, and teachers extend learning beyond a set of level standards (Watt, Therrien, Kaldenberg, & Taylor, 2013). In a world of rapidly advancing technological resources, teachers may find it most beneficial to peak student interest in the field of science through utilizing computer technologies. Mobile and Web-based technology provides a means for teachers to take students outside of the classroom to gain a better understanding of scientific concepts and material (Scanlon, 2012). When teachers integrate instructional technologies in inquiry-based learning, they enrich and provide structure for problem contexts, facilitate resource utilization, and support cognitive and metacognitive processes of students (Wang, Kinzie, McGuire & Pan, 2009).
It is the nature of children to ask questions and explore in hopes of understanding our world. An inquiry-based instructional approach serves as a tool for supporting this developmental process, as students are able to freely investigate and discuss ideas in science in order to negotiate and discover new meaning (Watt, Therrien, Kaldenberg & Taylor, 2013). The National Science Foundation (2000, cited in Scanlon, 2012) describes inquiry-based learning as “learners asking questions about the natural or material world, collecting data to answer those questions, making discoveries and testing those discoveries rigorously.” As students become familiar with this process and develop the necessary skills for inquiry, they become lifelong learners prepared for the numerous opportunities for discovery and learning across the curriculum.
Though ample resources for interactive games and educational software are available for the classroom, very few actually integrate technology into inquiry-based learning for students. According to the International Society of Technology in Education (ISTE), integration of these two instructional approaches is beneficial to students in solving real-world problems and making informed decisions (Wang, Kinzie, McGuire & Pan, 2009). Not only does technology promote student use of higher-order and metacognitive thinking skills, it increases student motivation and interest, provides access to a great amount of information, and structures the learning process with tactical and strategic support (Wang, Kinzie, McGuire, & Pan, 2009). Computer technology opens the door to a new world of inquiry learning and allows students to engage in opportunities for discovery otherwise impossible.
Wang, Kinzie, McGuire & Pan (2009) describe three essential components of technology integration in inquiry-based instructional approaches: enrich and structure problem contexts, facilitate utilization of resources, and support cognitive and metacognitive processes. Technology that supports inquiry will increase student interest and motivation by presenting problems that are authentic, or relevant to the real world (Wang, Kinzie, McGuire & Pan, 2009). Scanlon (2012) suggests the Web-based activity guide nQuire that supports students’ progress during scientific inquiries. nQuire allows students to gather and assess evidence while conducting experiments on topics such as urban heat islands, healthy eating, microclimates, and noise pollution (Scanlon, 2012). In addition, the technology should enable access to a multitude of resources of differing perspectives and qualities. Search engines such as Yahoo!Kids and KidsClick.org allow children to explore and choose from numerous developmentally appropriate Web Pages. One of the most beneficial components of integrating technology into inquiry-based learning is the ability to individualize learning according to learning styles and level of achievement. This tool often provides the necessary accommodations to allow students with disabilities to access the science curriculum in the general education classroom (Watt, Therrien, Kaldenberg & Taylor, 2013). Computer technologies also facilitate science experimentation and allow children to quickly and easily test multiple solutions (Wang, Kinzie, McGuire & Pan, 2009). For example, students can use computer-based simulations to conduct experiments and design hypothesis to determine the impact of global warming on the environment or explore Newton’s Laws of Motion. Table 1 further explains the three main components of effective technology integration in inquiry-based learning and provides specific resources for early childhood education across the curriculum.
(Wang, Kinzie, McGuire & Pan, 2009)
The 21st century has created a classroom with a competitive environment for students’ attention and motivation to learn. To create lessons that are meaningful, engaging, and effective, teachers must incorporate the tools of technology into inquiry-based instructional activities. Teachers need to be educated on the process of selecting appropriate integration methods that enrich and structure problem contexts, facilitate utilization of resources, and support cognitive and megacognitive processes (Wang, Kinzie, McGuire & Pan, 2009). When technology is effectively integrated into inquiry-based learning activities, the opportunities for student growth and achievement in the science classroom is endless.
References
Scanlon, E. (2012). Open educational resources in support of science learning: tools for inquiry and observation. Distance Education, 33(2), 221-236.
Wang, F., Kinzie, M., McGuire, P., & Pan, E. (2010). Applying technology to inquiry-based learning in early childhood education. Early Childhood Education Journal, 37(5), 381-389.
Watt, S. J., Therrien, W. J., Kaldenberg, E., & Taylor, J. (2013). Promoting inclusive practices in inquiry-based science classrooms. Teaching Exceptional Children, 45(4), 40-48