An Integrated Approach to Inquiry in the Science Classroom
Science educators often uphold inquiry-based teaching as a key practice. The authors of this theoretical study argue, however, that inquiry models for teaching often fall short because they are too restrictive and do not account for the implementation difficulties that many teachers experience. Existing practices try at times to oversimplify teaching-and-learning processes, resulting in a systematic cookbook-type approach that can reduce the potential for individual inquiry.