The essence of the inquiry approach is to teach pupils to handle situations which they encounter when dealing with the physical world by using techniques which are applied by research scientists. Inquiry means that teachers design situations so that pupils are caused to employ procedures research scientists use to recognise problems, to ask questions, to apply investigational procedures, and to provide consistent descriptions, predictions, and explanations which are compatible with shared experience of the physical world.
"Inquiry" is used deliberately in the context of an investigation in science and the approach to teaching science described here. "Enquiry" will be used to refer to all other questions, probes, surveys, or examinations of a general nature so that the terms will not be confused.
"Inquiry" should not be confused with "discovery". Discovery assumes a realist or logical positivist approach to the world which is not necessarily present in "inquiry". Inquiry ends to imply a constructionist approach to teaching science. Inquiry is open-ended and on-going. Discovery concentrates upon closure on some important process, fact, principle, or law which is required by the science syllabus.
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