I actually really found this chapter to be very interesting
and relevant to every content area, but especially in math and science. Inquiry
is something that we talk a lot about in our science courses. When you think
about it, science as a subject or field of study wouldn’t exist if it weren’t
for inquiry. Scientists of the past, present, and future ask questions about
the things occurring around them, do research on these topics, and then reach
conclusions and share them with others. So, in our science courses, shouldn’t
we be teaching our students in the same sort of manner? As mentioned in the
chapter, as well as in our ESCI 4440 course, the Next Generation Science
Standards (NGSS) really places a heavy emphasis on student inquiry and
investigation. By asking their own questions, doing meaningful research, and
immersing themselves in new knowledge, our students are essentially scientists! So what
better way to learn, understand, and appreciate science than by inquiry
investigation?
But inquiry is also relevant in other content areas, like my
primary content area mathematics. I really love the ideas discussed on page
262-263 about students having a curiosity about their parent’s incomes and
expenses, and then performing budgeting plans using multiple sources such as
the newspaper, IRS forms, and real bills. After calculating their expenses,
students will come away with a better understanding about income and about how
expensive today’s luxuries are!
I think application activities like these are
so much more impactful and memorable to students, especially when the students are the ones leading the inquiry and conversations. I really look to incorporate as
many of these inquiry activities as possible when I am an educator someday.
279
Emily
