Agriculture and the Undergraduate (1992) / Chapter Skim
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24 Teaching Science as Inquiry
24 Teaching Science as Inquiry
Pages 204-207
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From page 204... ...
Today, the domain of scientific inquiry largely resides within the increasingly remote arenas of the specialized disciplines, which are protected by academic rights of passage and secret languages. in late-twentieth-century schools and colleges, science has become a "spectator activity" fueled by more sophisticated communications technology, in which knowledge has become a collectible and a commodity, where textbooks are like baseball cards, where somehow if you "bone up" on all the stats and facts you will pass through the portals of academe and find yourself on the playing field in the big league of science.
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From page 205... ...
That process engages the creative energy of the individual and leads to a deeper understanding, a sense of pleasure, and increased self-worth. Young children do science quite naturally: "Look what I found, Moml" Science, as it is taught in most schools across the United States, preempts teachers and students of the pleasures of creative inquiry by substituting the disciplinary content of knowledge for pleasureful and sometimes painful opportunities to discover for themselves why their world is the way it is.
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From page 206... ...
The way in which we report science "turns off" students. We prepare articles that must meet rigid publication requirements a very conservative process that leaves our journal articles dull.
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From page 207... ...
Technological innovation can be a very useful partner in the process of scientific inquiry. For example, the simplistic setup required for tissue culturing allows this powerful technology to be readily used in the laboratory as a technique for problem solving and scientific inquiry.
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