Abstract
For years, inquiry-based learning has been conceived of and promoted as one of the best approaches to learning science. However, there is currently a movement within the science education community that suggests promoting science learning based on scientific practices, instead of inquiry, because in this way, science learning would be more coherent with the enterprise that is science. But, are there well-founded reasons to work towards this shift, or is it just a new terminology with which to refer to inquiry? In order to respond to this question, firstly, the main arguments which support science education based on scientific practices are presented. Secondly, an analysis is made in order to determine the extent to which the approach based on scientific practices is innovative with respect to the inquiry approach. Thirdly, nature of the inquiry and scientific practice constructs is analyzed. All of this is done from a critical and reflective view. Finally, some reflections and suggestions are made in relation to practice-based science education.
Published Version
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