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Minkee Kim
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383 Science Education International Vol.23, No. 4, December 2012, 383-399 Moving from structured to open inquiry: Challenges and limits Michal Zion *, Ruthy Mendelovici Bar -Ilan University, Israel Abstract The article provides science educators with definitions of inquiry and its levels, relating them to real -world scientific processes. Such an educational shift entails a fundamental cultural change in the epistemology of science learning in schools, shifting it from ÔinstructionismÕ to social constructivist learning. The highest level of inquiry, open inquiry, simulates and reflects the type of research and experimental work that is performed by scientists, and demands high -order thinking capabilities (i.e., questioning, designing an experimental array, critical and logical thinking, reflection). Students who participate in an open inquiry project demonstrated ownership and responsibility for determining the purpose of the investig ation and the question to be investigated as a scientist would. We present a model that has been implemented in Israel’s high school biology teaching for the past twelve years. The model consists of several components, each of them independently proven important to inquiry teaching by the relevan t research literature available . In the article, we present the components of our model, emphasizing the importance of each component. The components (development, implementation, support, and control) at the hea rt of the model presented here are based on numerous projects and researches from the literature. Key words : structured inquiry, guided inquiry, constructivism, teacher professional development, Introduction Structured, guided, and open inquiry approaches – definitions Inquiry learning is compatible with the constructivist approach, which emphasizes the idea that knowledge is not transmitted directly from the teacher to the student, but is actively developed by the student. Inquiry -based teaching/learning varies in the amount of autonomy given to students and encompasses a broad spectrum of approaches, ranging from teacher -directed structured and guided inquiry to student directed open inquiry (National Research Council [NRC], 2000). * Corresponding author. Email: dr-zmich@zahav.net.il
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