Structured Inquiry: A Reflection

Ideally, conducting science experiments in a classroom setting should consist of a question being posed based on an observation and the students will work together to figure out a way to test it to achieve valid results. However the reality of the situation is that many students, particularly at the elementary level, lack the scientific process skills that would allow them to conduct such an open inquiry investigation to achieve valid results. A structured inquiry format following the 5 E process (Engagement, Exploration, Explanation, Extension, and Evaluation) provides students with a question to answer, allows students to formulate a hypothesis, and provides materials for the students to conduct an investigation and collect data, then analyze their data to formulate a conclusion with valid results. The majority of the lesson is teacher guided, however the actual testing and data collection is done by the students. The main role of the teacher in this model is to provide guidance and reflection while the students work their way through the scientific inquiry process. This allows the students to become familiar with how science goes about seeking answers to questions and drawing inferences from the data that is collected.

In order to introduce our unit on microscopes and cells, I conducted a structured inquiry lesson on what types of materials have magnification abilities. I provided the students with a full water bottle, wax paper, hand lens, plastic bag, prism, and a clear marble to test their magnification properties on a section of newsprint. The students tested each material by holding it over the newsprint to see if the print was magnified in any way. The students collected data in a table where they would identify which materials magnified the newsprint and which ones were unable to magnify the newsprint. Once the data was collected, the students were then asked to compare each of the materials that magnified the newsprint to determine any similar properties or characteristics that allowed magnification. From those results, the students were then able to accept or reject their hypothesis and formulate a conclusion based on the magnifying materials as well as determine why those materials could magnify objects.

In reflecting on the effectiveness of the lesson, many students were able to determine that the full water bottle, hand lens, and clear marble successfully magnified the newsprint, though very few students were able to hypothesize that all three materials would have magnification ability. There seemed to be some ambiguity regarding the prism. Some students saw no changes to the appearance of the newsprint while others were able to angle the prism in such a way that the letters appeared to stretch and bend as they moved the prism over the newsprint. The determining characteristics identified by the students were the materials had to be clear, thick, and curved in order to magnify objects. This then led the students to the conclusion that the light is bending (refracting) as it passes through the material allowing the newsprint to be magnified. In discussing as a group following the lesson we identified a convex lens as meeting all of these criteria and can be used in telescopes, binoculars, magnifying glasses, reading glasses, and microscopes.

This lab will be used to assess the students’ understanding of what types of materials can magnify as well as their understanding the mechanism behind why those materials are able to magnify. This lab also verifies the students’ understanding of the investigative process to answer a question scientifically. Using this information will help me determine which students may need more reinforcement of the concept and which students have mastered the concept.

I feel the lesson went well in that the students were engaged from the beginning, worked well together in their groups to form a hypothesis, test their hypothesis, collect data, and draw a conclusion based on common characteristics from their data. This investigation really relies on students’ observation skills, proper data collection, and ability to find a connection between a seemingly random group of materials. I like the fact that we stopped frequently during the investigation to share, discuss, and reflect. The students benefit from this by gaining a better understanding of the scientific process.

In reviewing the lab sheets for the lesson, many students were able to grasp the concept that clear, thick, curved materials are able to act as a convex lens in refracting light giving it the ability to magnify. This becomes important for future lessons as we use microscopes to examine cells.

Going forward I think it will be necessary to examine the properties of the prism a little more with the students since this seemed to be a point of contention with many groups. Though the prism meets the criteria of being clear, thick, and can refract light, it is not a curved surface and does not meet the standard definition of a convex lens, which is the goal of the lesson. An extension of the lesson could be to examine the properties of the prism and determine why this occurs. Ultimately it boils down to how the prism refracts the light (refractive index) and since it is not curved the light does not intersect to a focal point enabling the newsprint to appear larger. This would be a great extension question to pose for those students who have a firm grasp of the magnification concept allowing them to analyze the properties of the prism and compare with the other materials such as the hand lens or water bottle.

The structured inquiry lesson following the 5 E process provides teacher guidance coupled with student testing to answer a question scientifically. I frequently use this type of lesson format when delivering content as there is ample opportunity to supplement the lesson with various media formats allowing me to cater to the different learning styles of my students.