Inquiry Approach: Make the students maker of learning

The common mistake for teachers is that they do most of the talking making the lime light focused on them. This situation displaces the students making them feel like they do not belong.

With the aforementioned reasons, the Inquiry approach suits well the behavior of our 21st century learners more than the fact that it is demanded by the K-12 curriculum of the Department of Education.

One of the approaches proposed by (Corpuz and Salandanan, 2015)

in teaching science is the INQUIRY-BASED APPROACH. In this approach, learners are encourage to study the natural world and propose expalnations based on the evidence derived from their work.

This approach features the following:

Learners engages in scientifically-oriented questions. Teachers and students ask testable questions such as “why” questions that can be later changed into “how” questions that lend themselves to scienfic inquiry.

Learners gives priority to evidence in responding to questions.

Learners make sure that their explanations is based on the evidences collected from their observations and by undergoing scientific method. Evidence collected is subjected to questioning and further investigations.

Learner formulates explanations from evidence. Scientific explanations are based on reason. Before formig a conclusion, learners collect evidences.

Learner connects explanations to scientific evidences. When a new discovery in uncovered, past explanations can be revised or discarded.

Learners communicates and justifies explanations. Learners communicate their observations, evidences and discoveries with one another.

Inquiry-based approach in teaching science helps the learners tap their metacognition and stimulate their curiosity towards things. Through inquiry, learners can be a proactive citizen, focusing on finding a solution to the problems that he/she observed.