Professional Documents
Culture Documents
Bibliography
Gunter, M. A., Thomas, E. H., & Susan, M. L. (2007). Instruction. A Models Approach.
Boston: Pearson Education, Inc,.
Science Syllabus Primary 2008. (2008). Singapore: Curriculum Planning And
Development Division, Ministry Of Education.
Steve, O., & Susan, L. (2000). Inquiry and the National Science Education Standards: A
Guide for Teaching and Learning. Washington, DC: National Academy Press.
interact with the contexts in which problems are presented” (Gunter, 2007). Hence, he
shows us that inquiry captures the contemporary life experience and MOE Primary
meaningful and useful(, 2008). In the process of their investigations, inquiry simulates
and trains student to have perseverance and not quicken, take short cuts or waiting for
teacher’s solutions. As such, this paper aims to focus the usefulness of inquiry in
providing essential scientific study that is meaningful and useful in daily life, society and
the environment by means of students’ prior knowledge and inquisitive mind to grasp
theory and information towards knowledge, understanding and application, and training
skills and processes (MOE Science Syllabus Primary, 2008, p.1). Inquiry does not mean
we set aside teachers. On the contrary, we shall see how teachers help to keep the
keeping the student on track, thus acting as the heads of inquiry facilitating the
problem are to be dealt in school with the intention that students will learn to integrate
skills and processes, seeing the similarity of solving the problems both in school and
real life(Gunter, 2007). Looking at the problem, they will attempt to work through the
formulating hypotheses for their observations and information(, 2008). This thorough
solutions produced may be varied, but teachers will accept their works so long the
learning engages student’s thinking with facilitates scientifically oriented
questions(Steve, 2000).
Inquiry’s key approach is asking questions and finding information. Here, teacher
will have opportunities for responsive teaching with the students(Gunter, 2007). The
may invite them to inquire curiosity and suggest creativity in solving the problem(Gunter,
2007). Teachers who know student’s individual interest and skills could help to link their
searches questions to their prior knowledge and clearly stated objectives so that they
are able to combine new information and skills(Gunter, 2007). This process of collecting
data for solutions allows teacher to look into individual students’ data collected and
helps them to personalize their inquiry approach to find their information which would be