A Model for Extending Hands‐On Science to Be Inquiry Based

Many popular hands‐on science activities, as traditionally implemented, fail to support inquiry‐based science instruction, because the activities direct teachers to terminate lessons prematurely. This paper presents a model describing one approach for extending seemingly limited hands‐on activities into full‐inquiry science lessons. The strategy involves (a) discrepant events to engage students in direct inquiry; (b) teacher‐supported brainstorming activities to facilitate students in planning investigations; (c) effective written job performance aids to provide structure and support; (d) requirements that students provide a product of their research, which usually includes a class presentation and a graph; and (e) class discussion and writing activities to facilitate students in reflecting on their activities and learning. The paper presents the model as a tool for facilitating science teachers' efforts to understand and implement the type of powerful, effective, and manageable inquiry‐based science instruction called for in the National Science Education Standards .