Chapter 13: Impact of Instruction Through Scientific Inquiry Using the RIP® Model

"'What It Means to Learn Science’ in the new Framework for K-12 Science Education specifies the four strands of proficiency defined in Taking Science to School (National Research Council, 2007; 2012, p. 254). They are ‘1) knowing, using, and interpreting scientific explanations of the natural world; 2) generating and evaluating scientific evidence and explanations; 3) understanding the nature and development of scientific knowledge; and 4) participating productively in scientific practices and discourse.'"

"The Framework states, ‘Engagement in the scientific and engineering practices and the undertaking of sustained investigations related to the core ideas and crosscutting concepts provide the strategies by which the four strands can be developed together in instruction. The expectation is that students generate and interpret evidence and develop explanations of the natural world through sustained investigations’ (National Research Council, 2012, p. 255)."

"It is my hope that the experiences that the authors in this book share provide valuable suggestions and solutions for teachers across the nation to begin to make the adjustments necessary for them to be able to utilize scientific inquiry as a general instructional tool for addressing the Next Generation Science Standards, STEM, and learning in all other content areas. Application of the national standard’s More Emphasis conditions and scientific inquiry that focuses on content that is interesting and relevant to the students sets the stage for rigorous curriculum and provides empowerment for all students to grow as full and open inquirers."