Nature-based Inquiry: Why?

Bare feet in the grass, hands in the dirt, muddy footprints on the pavement, evenings spent catching fireflies and lazy afternoons watching the clouds go by. Childhood memories many of us fondly recall as adults when we have a change to pause in our busy lives. These simple days taught us more than we think, too. They taught us to ask questions, the scratched arms and skinned knees taught us better balance and depth perception.

Now, be honest: have our children had the same experiences?

What is holding them and us back?

Time? Probably. Less nature? Maybe. Loss of curiosity? Doubtful.

What does inquiry have to do with skinned knees and fireflies?

Inquiry happens when your curiosity drives you. When you learn by doing and by questioning the world around you.

Take a few minutes to watch a brief introduction video about inquiry:

Science and the inquiry process give children a way to build upon their natural curiosity and develop critical thinking skills. Inquiry strengthens belief in our own abilities (Chawla, 2015; Molsher & Townsend, 2016). Inquiry is the process of making observations about our world, asking questions, gathering information and thinking about what that information tells us. Then, asking more questions and sharing what has been discovered.

A stream or small body of water is a wondrous place. Carefully, let a child
touch the water - Is it cold or warm? Watch bubbles form on rocks and stones:
Do they get trapped? How long until they pop?
Look for floating debris and follow it until it gets stuck or sinks.
Photographs taken in April 2020 by author.

Science knowledge, particularly inquiry-based, strengthens and builds skills necessary for a multitude of careers (Chung & Behan, 2010) in sciences, health care, technology and communication. By encouraging children to ask and discover their own answers you are:

• Encouraging creative thinking
• Promoting discovery and active learning
• Encouraging mistakes and perseverance
• Building confidence and empathy.
• Building the ultimate learner - a lifelong learner.

Although inquiry may seem daunting, it is grown and developed through many experiences. It does not require unlimited resources, expensive equipment or vast spaces. Inquiry can grow from watching a weed grow up through a crack in the sidewalk. Noticing that the pampered rose withers at the smallest change, then asking why. It does not require a scientist to teach or foster the desire for inquiry. It requires a little time, a little letting go, a little direction when requested, and heaps of curiosity and wonder.

Amazing natural spaces are just around the corner.
All of these photos were taken at different parks in the Symmes
Township Parks system, near Loveland, Ohio in 2020 by the author.

Current research suggests that science inquiry is essential to elementary-aged students; however, many teachers struggle implementing it in the classroom. Reasons include lack of time or resources, little or no training in the concept of inquiry science and a misconception as to the principles of inquiry science (Margunayasa, Dantes, Marhaeni, & Suastra, 2019; Salinitri, Palazzolo, Nahaiciuc, Iacobelli, Li, & Zhou, 2018; Fitzgerald, Danaia, & McKinnon, 2019). If during this slow-down in 2020 due to COVID-19, caretakers can start the process of developing curiosity, it can encourage educators to continue leading children further on the path of inquiry.

I encourage you to take a walk to a park or natural spot with your child with the intention to explore. Sit and listen. Look closely at the grass. Watch the birds, insects and small mammals. Write down the questions they ask. Here's the best (and hardest) part ... don't tell them the answer. Help them figure out how to answer the question. How can you both look further and answer without searching the internet? How can you find the answer through inquiry?

Encourage inquiry.

I'm encouraging you and your family to dip your toes into inquiry. Take some ideas from this post and find some questions to ask. Take photos or notes, post them in the blog comments or on social media. On Instagram or Twitter tag @NatureInquiry and use the hashtags: #encouraginginquiry and #growinginquiry

Yours in curiosity,

Jamie

Sources:

Chawla, L. (2015). Benefits of nature contact for children. Journal of Planning Literature, 30(4), 433-452.

Chung, H., and Behan, K. (2010). Peer sharing facilitates the effect of inquiry-based projects on science learning. The American Biology Teacher, (72) 1, 24-29. Fitzgerald, M., Danaia, L., and McKinnon, D. (2019). Barriers inhibiting inquiry-based science teaching and potential solutions: Perceptions of positively inclined early adopters. Research in Science Education (49) 543-566.

Flom, B., Johnson, C., Hubbard, J. and Reidt, D. (2011). The natural school counselor: Using Nature to promote mental health in schools. Journal of Creativity in Mental Health, 6, 118-131.

Margunayasa, I., Dantes, N, Marhaeni A., and Suastra, I. (2019). The effects of guided inquiry learning and cognitive style on science learning achievement. International Journal of Instruction, (12) 1, 737-750.
Molsher, R. & Townsend, M. (2016). Improving wellbeing and environmental stewardship through volunteering in nature. EcoHealth, 13, 151-155.
Mulyeni, T., Jamaris, M., and Supriyati, Y. (2019). Improving basic science process skills through inquiry-based approach in learning science for early elementary students. Journal of Turkish Science Education (16) 2, 187-201.

Myers, C., Smart, T., Haynes, C., Bercaw, J., Cummins, H., Born Myers, L., and Wolfe, C. (2019). Dragonfly QUEST: Leader’s guide. Dragonfly.

Salinitri, G., Palazzolo, S., Nahaiciuc, R., Emilia Iacobelli, E., Li, Y., Zhou, G. (2018). Analysis of Canadian inquiry-based science teaching practices and its implications for reciprocal learning. Universal Journal of Educational Research (6) 10, 2280-2293.