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- Vol 2 RE: Chapters 4, 9, App D
scientific inquiryevidence-based explanationsclassroom discourseinquiry-based teachingscientific reasoningsensemakingReport Evidence summaryAt a glance
This guide clarifies inquiry as both a way scientists investigate the world and a set of learning goals and teaching approaches in school science. Students should ask or refine scientifically oriented questions, prioritise evidence, formulate explanations, connect explanations with scientific knowledge, consider alternatives, and communicate and justify conclusions.
Key ideas
Inquiry is not defined by minimally guided discovery or a fixed sequence of hands-on steps. Teachers vary the amount and kind of structure according to learners, goals, and context while preserving intellectual responsibility for using evidence. Classroom cases illustrate how discussion, investigation, reading, modelling, and explicit teaching can work together. The report addresses curriculum, assessment, professional development, and systemic support, stressing that inquiry requires subject knowledge, time, materials, and a culture in which ideas can be examined.
Why it matters
For educators, the key distinction is between activity and sensemaking: manipulating materials becomes scientific inquiry only when learners use observations and established knowledge to build, test, and communicate defensible explanations.
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What it contributes
Evidence summaries explain the central idea and why the source matters to educators.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
Citation checks
References are checked against publisher records, scholarly indexes, DOI or ISBN metadata, repositories and author records where available. An entry marked [Citation not verified] preserves the wording found in the relevant volume without attributing findings to an unconfirmed work.
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