The Inquiry Process

This section presents an idealized model for inquiry, not to conventionalize inquiry, but to serve as a reminder of the range of activities that might be involved in inquiry. The danger in any description of a process is that the reader can infer that that description is the only, or the ideal, form of that process; or, that the aspects of the process are steps to go through. The intention here is not to specify the only, or the ideal process. Nor is it to identify rigid steps to follow in doing inquiry.

Instead, it is to present in an organized way some of the important aspects of inquiry that ought to be supported in a successful learning environment. For example, we should remember that inquiry often does and often should lead to new ideas, results, theories, questions, etc. that can be communicated with others. This communication is central to the whole inquiry process and our classroom environments ought to have a place for it. But not every question needs to lead to a publication, or even a sharing of findings with a classmate.

Formulate problems

Observe

Investigate

Analyze

Communicate questions, theories, results

See consequences of decisions