A process to problem solving - Scientific inquiry

"Many teachers are still striving to build a shared understanding of what science as inquiry means, and at a more practical level, what it looks like in the classroom." (Keeley, 2008)

Whilst considering that the modern way of teaching children in today's schools is changing, with the implementation of such schemes as the foundation phase, this quote suggests that teachers are still struggling to implement scientific inquiry into their teaching and what it truly means.
The scientific method of inquiry is a process which involved specific steps in order to reach a conclusion or solution to a problem. This process is as follows;
1) Identify a problem
2) Ask a question
3) Make a hypothesis
4) Test the hypothesis (involving designing and conducting an experiment)
5) Collect data
6) Analyze the results
7) Draw Conclusions
8) Make Recommendations/solutions


Generally, there is a format that applies to applying this to the classroom in order for the learner to make an investigation into an idea that they have created or elaborated. This format involved 5 steps that the teacher can observe to see if the learner's investigations are on the right track;


1) Learner engages in scientifically oriented questions
This generally involves the learner asking a new question relating to a topic or situation; I've personally seen this in the classroom, where a teacher creates a fake (or real) situation that poses numerous questions, such as a plane crash on a desert island, or the investigation of a murder. The learners are able to ask such questions as "How did Mr. X die?"

2) Learner gives priority to evidence in responding to questions

• With this step, the learner can gather the evidence within the question and question whether the evidence is valuable or usable. 

3) Learner formulates explanations from evidence

• Here opinions or facts can be derived from the evidence, and there may be further investigation or links made from different parts of evidence. 

4) Learner connects explanations to scientific knowledge

• Here, other resources are looked at in the same area and links are made to support their hypothesis, e.g. what has happened in other instances? 

5) Learner communicates and justifies explanations

• The learner will communicate their findings and conclusions in a verbal/non-verbal manner, they can possible write a book, or talk to the teacher of what they have found, and will detail how they got to that conclusion, explaining in depth their evidence and anything that supported their theory. 

Dewey (1910) explains that science should be taught as a process, and this method is regarded as an effective way of providing a way to solve a problem. Learners can always follow these steps when they come across a problem or have a question that needs answering, it can be physically and mentally stimulating and is a great way for the mind to inquire, and develop an essential life skill of problem solving.