Myths of Scientific Inquiry Instruction

In this article, entitled Busting the Myths Surrounding the Inquiry-Based Science Classroom, the author dispels several myths surrounding Inquiry-Based Science instruction.  One claim he refutes is that the Inquiry-based classroom is chaotic.  

I agree with the author, Kayoe Stewart, that Inquiry-based classrooms do not have to be chaotic.  This falls back on the teacher to have excellent classroom management and very explicit standards of what is and not acceptable.  However, I will say from my own experience this is not always the case!  

I am a substitute teacher.  One of my very first assignment was in a special education middle school class.  The students were to make their way around the classroom and conduct 5 separate science experiments and then answer questions/observations on a worksheet.  That sounds pretty simple enough.  However, one of the girls accused several boys of eating a substance included in one of the experiments.  I believe it was baking soda, however that really doesn't matter.  They were not supposed to eat the experiments!  The accuser also welcomed the hostilities of the boys she accused and an argument ensued.  They were all eventually sent to the office.  

Another myth he dispels is that inquiry based science is only achieved through hands-on experiments or learning.  Stewart argues this is indeed included.  However, minds-on learning should also be occurring.  I agree with this.  The students could be following experiments based more or less on a recipe where they follow directions.  However, there should be questions that go along with the experiments that force the students to think about what they are witnessing.  Also, when working in groups, all students need to be involved.  It should never be passive.

I am excited to use inquiry-based learning in the science classroom.   I believe it will keep students engaged and hope it will peak their interest in science to encourage them to stick with it and go further.