Summit Commentary
What surprised you the most? What would you tell someone else? What did you learn at the summit that was most important to you? What are you excited about?
I was surprised by the statistics about how Dr. Klentchy's district improved reading and language arts skills through inquiry based science instruction. I was excited about the level of organization and the forward moving initiatives in place or being planned.
I would tell someone else that the State of Indiana is working toward being on the cutting edge of science education in the country and the world. Looking at the economy of the state, however, I am concerned about whether or not this is possible.
I learned that we need to continue conversation on an intergrated model to teach all core areas with a science emphasis. We need to think differently if we want to close the achievement gap. If we continue to do the same thing, we will continue to get the same result! We need action NOW!
I was unable to attend the Summit, but I did attend the event at South Bend's Century Center last Fall. At HASTI the next day (2/4) I asked around about the progress made since last Fall, and was excited to hear the results. I believe that if we begin to do what needs to be done, the funding will follow eventually.
Ask an Expert
Do you have questions about inquiry-based science?
The most recent work in inquiry in secondary science is "Science as Inquiry in the Secondary Setting", edited by Julie Luft, Randy Bell and Julie Gess-Newsome. In Indiana, I am not aware of an exemplary programs doing inquiry in biology and chemistry. We are trying to hold regional workshops on modeling instruction in chemistry, physics and biology at three universities this summer. For more information about modeling instruction visit the modeling website at modeling.asu.edu.
I am a high school science teacher that started my career as a research scientist. My questions is how can we use inquiry methods when students are having the same topics repeated through out all grades? Example my daughter in second grade did worksheets on photosynthesis, how do we expect teenagers to care when their imagination and questioning abilities are terminated during elementary school? This can also apply to math, because I see the same repetition with math facts. My children should not be introduced to simple algerbraic concepts in elementary school.
Who is doing inquiry-based biology and chemistry well, and where can we go to begin learning from them?
