In describing the professional development journey of science teachers, the National Science Standards (NRC 1996) provides a useful cartography. Inquiry, those standards suggest, is the central strategy for the teaching of science. By illustrating the parallels between inquiry as a form of scientific investigation and inquiry as a classroom methodology, Olson and Loucks-Horsley (2000) show the connection between the nature of science and the nature of exemplary science teaching. They contend the way students experience science in the classroom should closely reflect the way scientists explore the world. Clearly, inquiry is "where you want to get to."