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The following paragraph gives the official version from the S-TEAM proposal:
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| S-TEAM recognises that inquiry-based teaching is complex and that specialist aspects such as argumentation skills or disciplinary differences need to be taken into account. Inquiry based learning methods allow scientific knowledge, processes and contexts to interact in the science classroom to promote scientific literacy. These methods are very demanding of teachers, requiring skills which are not necessarily addressed in current teacher education practices. Teachers also need to be able to manage debate and argumentation in the classroom to achieve learning objectives whilst allowing the kind of curiosity and intellectual freedom characteristic of genuine scientific inquiry.
Generally, inquiry-based science teaching and education engages students in:
 authentic, problem-based learning activities where there may not be a correct answer
(ii) experimental procedures, experiments and "hands on" activities, including searching for information
(iii) self-regulated learning sequences where student autonomy is emphasised
(iv) discursive argumentation and communication with peers ("talking science") |
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S-TEAM recognises that inquiry-based teaching is complex and that specialist aspects such as argumentation skills or disciplinary differences need to be taken into account. Inquiry based learning methods allow scientific knowledge, processes and contexts to interact in the science classroom to promote scientific literacy. These methods are very demanding of teachers, requiring skills which are not necessarily addressed in current teacher education practices. Teachers also need to be able to manage debate and argumentation in the classroom to achieve learning objectives whilst allowing the kind of curiosity and intellectual freedom characteristic of genuine scientific inquiry.
Generally, inquiry-based science teaching and education engages students in:
(i) authentic, problem-based learning activities where there may not be a correct answer
(ii) experimental procedures, experiments and "hands on" activities, including searching for information
(iii) self-regulated learning sequences where student autonomy is emphasised
(iv) discursive argumentation and communication with peers ("talking science")
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