Making Meaning From Scientific Investigations and Living With the Uncertainties of Teaching Science as Inquiry

Abstract

In the push to ensure basic literacy and numeracy skills in all the world's children (a target of the Millennium Development Goals), education in other areas, including science, music, and art, has been overlooked. To produce the next generation of doctors, researchers, and engineers needed to address the global health, governance, and climate change challenges that predate them, science education must be of the highest quality. That means going beyond memorization of facts to include lessons in the process of science. This scientific learning builds the skills of inquiry, investigation, and intellectual flexibility that encourage children to solve problems instead of tolerating the status quo. In this article, the author contrasts the process of true scientific learning with typical “science” lessons and calls for inquiry-based learning for lasting, meaningful science education.