After reading "Scientific and Engineering Practice in K-12 Classrooms", an article by Rodger W. Bybee, a few thoughts on scientific inquiry versus the idea of scientific practice struck me. The article clearly laid out the differences between inquiry and practice, especially when thinking specifically of the classroom in terms of mathematics and engineering.
Before taking my science methods course, I was fairly unfamiliar with STEM and how to utilize scientific inquiry within the STEM program in the classroom. After thoroughly learning about scientific inquiry and the benefits of inquiry instruction in the classroom, I have a much better understanding of STEM. After reading this article, my understanding of the connections between STEM, scientific inquiry, and scientific practice has innumerably increased.
A major component of the article described how investigations and interpretation of data should be standard in the science elementary classroom. The investigation components help students to thoroughly analyze and interpret the data they personally received. Not only is a personal connection made here, but students are learning things applicable to math and engineering, again very beneficial for their future work.
Though scientific inquiry is a wonderful approach, it was not as widely implemented as expected, again according to Bybee. However, when students are doing and learning science, they are not only utilizing scientific inquiry but actually practicing science. Within the practice of science, students are implementing strategies from scientific inquiry The inquiry activities then become the basis for learning when practicing science.
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