Edutopia – Stephanie Toro
“Scientific inquiry continues to be conflated with any instructional activity in which students ask questions and seek answers in the learning process, but scientific inquiry is much more than the act of inquiring. Even before the pandemic, teachers struggled with adopting not only the higher levels of scientific inquiry into their classrooms but also reaching a clear consensus of what science as inquiry entails. The abrupt transition to virtual teaching led to many students passively watching their teachers engage in science far removed from the scientific-inquiry process.” (more)