Inquiry and Cookbook

Students need to be introduced to Science in a way that causes them to think at a higher level. We’ve all done the lab that when you follow all the steps, you get the same answer or result... See More

Students need to be introduced to Science in a way that causes them to think at a higher level. We’ve all done the lab that when you follow all the steps, you get the same answer or results as everyone else in the class. There are those that believe, if it’s hands-on, then it must be inquiry. Minner, et al concluded “Hands-on activities alone were not sufficient for conceptual change and students needed time to process and reflect.” Students also need to be inquisitive and have a curiosity as well. The authors define inquiry, then proceed to take the reader through a process for converting the cookbook lab to inquiry. I appreciate the acknowledgement “Not all labs lend themselves to inquiry.” You have to consider the purpose of the lab and what do you want students to learn. There is validity to have students make observations, gather data and write conclusions even though the outcome is predictable. Student safety is always a concern, and some labs are best left to being demonstrations. Finally, is the lab developmentally appropriate for the students? The process for conversion the authors recommend are, “Rearranging the lesson; Go unscripted; Develop focus questions; Write for reflection and understanding; and vary questioning techniques.”