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ERIC Number: EJ758527
Record Type: Journal
Publication Date: 2004-Feb
Pages: 5
Abstractor: ERIC
Reference Count: 8
ISSN: ISSN-0036-8555
Inquiry-Based Instruction: Understanding How Content and Process Go Hand-in-Hand with School Science
Chiappetta, Eugene L.; Adams, April D.
Science Teacher, v71 n2 p46-50 Feb 2004
Inquiry has been used to promote activity-oriented learning that reflects scientific investigation, specifically the observation, experimentation, and reasoning used by scientists. Understanding the roles of content and process in school science helps educators better understand and practice inquiry-based instruction. The relationship between content and process and inquiry-based science teaching may be used to enhance the planning and implementation of effective inquiry-based instruction. This article presents four different aspects of inquiry-based instruction that can help teachers to conceptualize and to use inquiry in the science classroom and laboratory: (1) content; (2) content with process; (3) process with content; and (4) process. With these ideas in mind, teachers can better evaluate curriculum materials and teaching practices that are assumed to be inquiry-based. To further increase understanding of the four aspects of science inquiry, examples centered on oxidation in plant tissues are also presented. (Contains 2 figures.)
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A