Essential Features of Classroom Inquiry and Their Variations

Less………………………………………Learner Self –Direction………………………………………More
FEATURE			More…………………………………Direction from Teacher or Material……………………………….Less
1. Learner engages in scientifically oriented questions	A. Learner engages in question provided by teacher, materials, or other source	B. Learner sharpens or clarifies question provided by teacher, materials, or other source	C. Learner selects among questions, poses new questions	D. Learner poses a question	
2. Learner gives priority to evidence in responding to questions	A. Learner given data and told how to analyze	B. Learner given data and asked to analyze	C. Learner directed to collect certain data	D. Learner determines what constitutes evidence and collects it	
3. Learner formulates explanations from evidence	A. Learner provided with evidence	B. Learner given possible ways to use evidence to formulate explanation	C. Learner guided in process of formulating explanations from evidence	D. Learner formulates explanation after summarizing evidence	
4. Learner connects explanations to scientific knowledge	A. Learner given all connections	B. Learner given possible connections	C. Learner directed toward areas and sources of scientific knowledge	D. Learner independently examines other resources and forms the links to explanations	
5. Learner communicates and justifies explanations	A. Learner given steps and procedures for communication	B. Learner provided broad guidelines to use to sharpen communication	C. Learner coached in development of communication	D. Learner forms reasonable and logical argument to communicate explanations	
Source:  National Research Council. 2000. Inquiry and the National Science Education Standards, A Guide for Teaching and Learning. Washington, DC: National Academy Press, p. 29