Inquiry, modeling, and metacognition: making science accessible to all students
Abstract
Our objective has been to develop an instructional theory and corresponding curricular materials that make scientific inquiry accessible to a wide range of students, including younger and lower achieving students. We hypothesized that this could be achieved by recognizing the importance of metacognition and creating an instructional approach that develops students' metacognitive knowledge and skills through a process of scaffolded inquiry, reflection, and generalization. Toward this end, we collaborated with teachers to create a computer enhanced, middle school science curriculum that engages students in learning about and reflecting on the processes of scientific inquiry as they construct increasingly complex models of force and motion phenomena. The resulting ThinkerTools Inquiry Curriculum centers around a metacognitive model of research, called the Inquiry Cycle, and a metacognitive process, called Reflective Assessment, in which students reflect on their own and each other's inquiry. In this article, we report on instructional trials of the curriculum by teachers in urban classrooms, including a controlled comparison to determine the impact of including or not including the Reflective Assessment Process. Overall, the curriculum proved successful and students' performance improved significantly on both physics and inquiry assessments. The controlled comparison revealed that students' learning was greatly facilitated by Reflective Assessment. Furthermore, adding this metac…
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Based on initial analysis of several articles, different descriptions of inquiry cycles in the research literature use various terminologies to label phases that are essentially the same.
“Based on our initial analysis of several articles (Bybee et al., 2006;Justice et al., 2002;White & Frederiksen, 1998) we found that different descriptions of inquiry cycles in the research literature originating from different researchers use various terminologies to label phases that are essentially the same.”
From Phases of inquiry-based learning: Definitions and the inquiry cycle (2015) · cites this paper as White & Frederiksen, 1998
Different variations on what is called the inquiry cycle can be found throughout the literature.
“However, different variations on what is called the inquiry cycle can be found throughout the literature.”
From Phases of inquiry-based learning: Definitions and the inquiry cycle (2015) · cites this paper as White & Frederiksen, 1998
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Self-citation
- Authors
- White, B. Y., & Frederiksen, J. R.
- Venue
- Cognition and Instruction
- Publisher
- Informa UK Limited
- Published
- 1998-03
- Volume
- 16
- Issue
- 1
- Pages
- 3-118
- ISSN
- 0737-0008 (ISSN-L)
- 1532-690X
- OpenAlex
- W2029930609
- Cited by
- 1,394
- References
- 73
- Citations by year
- 2026: 21 · 2025: 31 · 2024: 30 · 2023: 35 · 2022: 55 · 2021: 38 · 2020: 67 · 2019: 53 · 2018: 49 · 2017: 65 · 2016: 62 · 2015: 82 · 2014: 57 · 2013: 75 · 2012: 79
- FWCI
- 124.28
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Cognition and Instruction (publishedVersion)
- HAL (submittedVersion)
- Topics
- Social Sciences › Education › Science Education and Pedagogy
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Keywords
- scientific inquiry, metacognition, reflective assessment, inquiry cycle, junior high school science, force and motion, modeling, scaffolding, low-achieving students, urban education, educational disadvantage
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