GUIDED INQUIRY: AN EASY WAY TO INTEGRATE STUDENT RESEARCH INTO AN INTRODUCTORY GEOLOGY CLASS

Authentic research does not always require a summer lab internship or even a semester-long project. Instead, authentic research disguised as guided inquiry can be imbedded in an introductory course. In my community college Physical Geology course, students are required to answer questions using experiment and observation. In groups, students are asked to answer a question and instructed to provide evidence that supports their answer, and also explain how they found the answer. They're given little to no other instruction (depending on the assignment). For example, in one assignment students are asked to determine which minerals are the most and least soluble, and how temperature, degree of saturation, and pH affect the rate of mineral dissolution. Once groups figure out how to answer the question, they request materials from the instructor and experiment to find the answer. (Groups that are having difficulties are usually quick to develop a plan once they see the materials used by other groups.) In another assignment, students are asked to determine the relationship between stream velocity and channel geometry, the effects of building dams and levees on downstream flooding, etc., using a stream table. Again, they are given the stream table, the questions, and only minimal hints along the way. The advantages of guided inquiry as an authentic research experience are that these exercises are short (they can be completed in one class period), and they involve all students in the class. Although students may be initially intimidated, they quickly learn that they can answer scientific questions on their own. However, some nuances of research are lost on students. First, they do not have to develop their own questions. Secondly, they may or may not realize that they are actually doing science (due mainly to their perception that science is supposed to be difficult). Finally, the research carried out may not be as thorough and careful as needed. In other words, some student groups stop experimenting when they have an answer, not realizing that continued work is needed to find the complete answer. Although the use of guided inquiry does introduce students to authentic research, it will only be recognized as such when accompanied by explicit discussion of the process and its link to scientific methods.