Inquiry Poster.png
This video is the first of a five part series on scientific inquiry. Supporting material can be found below. Printable Resources: https://thewonderofscience.com/documents Website: https://thewonderofscience.com/ Five Steps of Inquiry: https://thewonderofscience.com/teaching Wonder Sphere Video: https://youtu.be/uK831GbL10s Argument-Driven Inquiry: https://argumentdriveninquiry.com/ Five Steps of Inquiry: https://thewonderofscience.com/teaching

Materials

  • Scientific Inquiry Cycle - PDF or PNG

  • Inquiry Cards - PDF

  • Individual Posters - PDF

Scientific Inquiry in Five Steps

Step 1: Find a Phenomenon

A phenomenon is simply an observable event.  In the science classroom a carefully chosen phenomenon can drive student inquiry.  Phenomena add relevance to the science classroom showing students science in their own world.  A good phenomenon is observable, interesting, complex, and aligned to the appropriate standard. 

In this video Paul Andersen explains how scientific phenomenon and sensemaking can be used in the science classroom to engage students and drive inquiry. Scientific Inquiry: https://thewonderofscience.com/teaching Resources: https://thewonderofscience.com/documents Finding Phenomenon Next Gen Storylines: http://www.nextgenstorylines.org/ NGSS Phenomenon: https://www.ngssphenomena.com/ #ProjectPhenomenon: https://sites.google.com/site/sciencephenomena/ Georgia Phenomena Bank https://www.georgiascienceteacher.org/phenomena Mystery Science: https://mysteryscience.com/
In this video Paul Andersen explains how you can get your students asking more and better scientific questions. In this video Paul Andersen explains how scientific phenomenon and sensemaking can be used in the science classroom to engage students and drive inquiry.

Step 2: What Do You Wonder?

The first step of scientific inquiry is questioning. Classroom questions can be aggregated and sorted using several different filters (e.g. crosscutting concept, testability). Questions can be added and improved to provide more clarity on the phenomenon.

In this video Paul Andersen shows you how you can use modeling to have your students construct explanations in the science classroom. Scientific Argument and Explanation: A Necessary Distinction? Osborne and Patterson https://www.researchgate.net/publication/229653119_Scientific_Argument_and_Explanation_A_Necessary_Distinction The Wonder of Science: https://thewonderofscience.com/teaching What is Modeling Instruction: https://www.youtube.com/watch?v=9jjjR6f9__g

Step 3: What Do You Think?

Students should model their initial explanation (i.e. cause and mechanism) for the phenomenon. A summary of classroom models can be used to plan investigations. Individual student models should be improved through investigation and argumentation to construct new knowledge.

In this video Paul Andersen explains how you can have your students plan and carry out their own investigations. The Wonder of Science: https://thewonderofscience.com/teaching

Step 4: How Can You Test It?

Students should plan and carry out investigations to test their models. In a controlled scientific investigation the cause (independent variable) should be varied and the effect (dependent variable) should be recorded.

In this video Paul Andersen explains how to have your students engage in argumentation in the science classroom. The Wonder of Science: https://thewonderofscience.com/teaching Argument-Driven Inquiry: https://argumentdriveninquiry.com/ Scientific Argument and Explanation: A Necessary Distinction? Osborne and Patterson https://www.researchgate.net/publication/229653119_Scientific_Argument_and_Explanation_A_Necessary_Distinction

Step 5: How Do You Know?

An argument contains evidence supporting a claim with reasoning. The summary of all arguments can be used to improve the classroom model and may be used to plan future investigations.