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Students still made careful observations and reasoned from those observations, but they did not have the same degree of independence that characterized the heuristic method. H ISTORICAL PERSPECTIVES ON INQUIRY TEACHING IN SCHOOLS 25 Hall, speaking for physics, likewise offered a range of inquiry-based teaching methods and analyzed the advantages and disadvantages of each. The first he called the true discovery or heuristic approach in which students were given the maximum amount of freedom to explore the natural world on their own.

New York: The City College Workshop Center, City College School of Education. 1 Abilities Necessary to do Scientific Inquiry Identify Questions and Concepts that Guide Scientific Investigations. Students should formulate a testable hypothesis and demonstrate the logical connections between the scientific concepts guiding a hypothesis and the design of an experiment. They should demonstrate appropriate procedures, a knowledge base, and conceptual understanding of scientific investigations. Design and Conduct Scientific Investigations.

2000. Inquiry and the National Science Education Standards, A Guide for Teaching and Learning. Washington, DC: National Academy Press, p. 29. CONCLUSION Release of the National Science Education Standards (NRC, 1996) has engaged professional discussions of inquiry in the science classroom. These discussions have different perspectives that categorized inquiry as: strategies for teaching science, models for learning science, and content for science education. Although the profession has accepted these views, it seems that we have overemphasized the teaching strategies and underemphasized the scientific contemporary learning theory as the basis for including inquiry in school programs.

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