Everyday Science Mysteries: Stories for Inquiry-Based Science Teaching
Mon, Jun 06, 2016 11:54 AM
Invoking Inquiry
Finding effective activating strategies in today’s world of over stimulus can be challenging for any teacher. Stories have been a time-tested favorite among teachers for sparking interest in a topic in young minds. Everyday Science Mysteries: Stories for Inquiry-Based Science Teaching offers teachers K-8 time-proven method to engage students in preparation for inquire-based instruction. This resource provides open-ended science stories, written in a “mystery” format, to be utilized as a means for engaging students in a science investigation. Within the initial three chapters, teachers are provided with the basis on which these mystery stories were built. The author discusses the theory behind inquiry-based teaching and important links between science and literacy. Each subsequent chapter offers valuable resources to assist any K-8 teacher formulate and carry out an inquiry driven science lesson. These chapters, 4-18, are divided into three sections covering earth and space science, biological science, and physical science, with each section including a matrix for ease in locating the appropriate mystery for the topic to be covered as well as cross-referencing for multiple topics. The author not only provides the open-ended mystery, but also a purpose for the lesson, related concepts, and suggestions for implementation in the classroom for grade bands K-4 and 5-8. Additionally, each chapter includes connections to the National Science Education Standards (NRC, 1996) and Benchmarks for Science Literacy (AAAS, 1993). Further, substantial content information to bolster teachers’ background knowledge for each topic is also included. This open-ended story approach offers teachers an activating strategy that fosters engagement through mystery and intrigue. According to the author, Konicek-Moran, “As our tales unfold, discrepant events and unexpected results tickle the characters in the stories and prick their wonder centers...they end with a question, an invitation to explore and extend the story,” naturally engaging the students in the inquiry process. This is further illustrated in the opening synopsis outlining the implementation in a fifth-grade classroom where the students could not stop asking probing questions after hearing the story. It is a strategy that is almost certain to get any student interested in finding a solution. Additionally, it seems to provide a natural flow into the 5E model of inquiry instruction. This resource is very user-friendly and would be an asset to any teacher K-8.