... Inquiry Is Not Easy

Inquiry is a method in science teaching that has been at the forefront for several years now. It revolves around the idea that students need to explore a topic and problem solve first before being given the information. Less regurgitation of information, more utilization and application. There is a point of struggle and resolution in inquiry that I think really is key.

This is a great idea, in theory, but in reality it can be really hard to do inquiry in some classes. One of my largest classes is also a team-taught class with many special education students in it. The class, in general, requires a lot of support and encouragement when covering a new topic -- and this is AFTER they have the information already, not an inquiry situation. How do you support students in the ways they require while still allowing them enough struggle to make the inquiry worthwhile. 

Scaffold

Yes I said it, every teacher's favorite buzz word. Scaffold. For some classes, they need support to be able to "do" inquiry. They are not comfortable floating in the abyss of possibility and need a little direction. I am here to tell you that that is okay. 

One inquiry lab that I love to do with my students is a very simple enzyme lab that involves two types of liver -- one raw and one that has been soaked in acid. After making initial observations, they add some hydrogen peroxide and watch the reaction. This is an activity I use at the very beginning of enzymes to give them a picture of what we are discussing. Enzymes are tiny, but seeing a piece of liver react or not react based on if it was in acid is something they saw and observed. 

To scaffold this lab, I ask lots of probing questions -- Why isn't that liver bubbling the same? Why do you think the pieces of liver are different? Do you think the liver will do different things? I also make the lab quick. They do the experiment and are back in their seats within 15 minutes. I give them only a few questions to ponder and not a huge problem to solve. I supply them with key parts of inquiry -- investigation without information, questions to promote thinking, and an experience that highlights a key topic -- but I also give them key pieces of information they need to be successful -- the liver and hydrogen peroxide are constant, there is not a huge challenge needing to be solved. 

Inquiry is do-able with all student groups. If you know your students and understand where they are at, it is possible. This simple liver lab can be expanded for very advanced groups and can be scaffolded like crazy for groups that struggle. Just because they struggle, doesn't mean they cannot participate in inquiry. 

Inquiry for all! 

A copy of my liver inquiry lab is available online in my Teachers Pay Teachers store. Check it out!