Krantz, P.D. & Barrow, L.H.2006. Inquiry with Seeds, The American Biology Teacher, 68, 92-97.
Summary: Pre-service teachers learn about inquiry in the classroom, but they must learn and teach to use the skills of inquiry. It has been observed that most people, children and adults, have developed misconceptions about the natural world that vary from those accepted by the scientific community. In this particular study, they are using experiences from growing plants to reform accurate understandings of common biology. There were significant misconceptions, contradictory to the “most basic” of scientific understanding of plants, held by the students, pre-service elementary teachers, before conducting their experiments. Before beginning the project, an open-ended question, “What are some things you know about plants?” was asked. In small groups, the students discussed and documented their knowledge. The students were given seeds to explore and identify structures. Plant and seed books were available for assistance as needed, however the instructor provided little guidance. The students were asked to describe what they observed, as well as record figures of the seeds. Guided discussions followed about seed variety and how functions occurred within the seeds. Observations of the seeds and their growth were made over several weeks. The students were given more in-depth questions about the seeds and plants for investigation. The students’ understanding was evaluated through their journal recordings. Throughout this step-wise inquiry method, the students actively participated in their education and better understand how to implement inquiry into their own future classrooms.
Reaction: Teachers need to know how to incorporate inquiry into lessons as much as possible. It is an integral part of the learning process. Students do not learn effectively without hands-on, exploratory activities. Students learn science by doing science and investigating for themselves. By asking the students to record their prior knowledge of plants, the teacher was able to identify common and major misconceptions. Their list can be referred back to throughout the experiments to help students approach and dissipate their prior theories, and form correct knowledge. By exploring the seeds individually, the students were able to gain first-hand knowledge and obtain the information that they were unclear about from reference materials. These references helped to further the learning cycle by introducing new concepts and terminology. Students formed their own correct knowledge through their observations, research, and the discussions. These guided group discussions allowed for the students to teach and learn from each other. One of the best ways to learn is to teach a concept. Explaining your understanding can prove difficult and requires thorough understanding to correctly do so. Through the additional questions posed, the students were able to elaborate and build upon their new knowledge. Journals can be used as formal or informal assessments. Throughout their activity the students should have formed and shown a deeper understanding of the seeds and their growth process. This can be seen in their hypotheses and conclusions throughout their observations. Inquiry is an effective skill to use to teach and learn, especially in the science classroom.