Teaching Standard A:
Teachers of science plan an inquiry-based science program for their students.
Science is built on questions; the desire to find an answer and solve a problem. Therefore the ability to question – and find answers – is integral to science education. The science teacher should develop a program in which students can ask questions and explore answers in a safe environment.
Developing an inquiry-based program includes selecting appropriate content, as well as assessment, and teaching strategies. In addition, a science teacher should set explicit goals for students, and create a classroom environment where all students, regardless of gender or ethnicity, are comfortable to ask questions. This curriculum planning stage is very deliberate as the teacher sifts through all available content to select appropriate subject matter before creating the teaching and assessment strategies that fit with the chosen content. The teacher can then create the classroom environment that is conducive to learning.
Teachers can develop an environment for active inquiry in a number of ways; these include the classical Socratic method, as well as the deliberate use of case studies. Although I extensively use the traditional lecture format in my science classes, over the past two years, my teaching style has been shifting to a more student-centered, active learning classroom. Student engagement is higher when I use active learning strategies, so I have increased their use in the classroom as I continue developing an inquiry-based science program.
As an example of my inquiry-based science program, please see the small-group microbiology research projects. For examples of my assessment methods, please see Standard C (Curriculum Assessment), as well as the class rubric in Standard B. Additionally, to demonstrate my ongoing effort to improve my inquiry-based science program, I have included my reading list and a description of professional meetings that I have attended.