Inquiry refers to the critical thinking skills that we apply when faced with gaps in knowledge, uncertainties, and problems. When we engage in inquiry, we formulate hypotheses and questions, gather and analyze data, experiment, reach informed conclusions, reflect on and communicate our findings to others. Engineers, scientists, and inventors practice the art and science of inquiry as they seek new understandings and resolve problems.

Inquiry-based instruction is an action-based strategy for applying the principles, process, and methods of inquiry to learning goals and objectives. As technology assessment requires the skills of inquiry--observing, questioning assumptions, examining relationships, and proposing alternative scenarios--we will adopt a guided inquiry approach for the EnviroTech Project. Because many technology students may be unfamiliar with the process of inquiry, guided inquiry will best enable the instructor to scaffold learners’ information-seeking, interpretation and reasoning, and skill-building during the process of inquiry.

Although you may think of inquiry as a preferred teaching method of science educators, the skills of inquiry are embedded within the content and assessment standards for Technology Education including:

Standards for Technological Literacy (ITEA, 2000)

10. Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving.

Assessment Standard (AETL, ITEA, 2000)

• Consistently include cognitive learning elements for solving technological problems.
• Incorporate technological problem solving.
• Facilitate critical thinking and decision-making.

Revised: December 1, 2008
Author: Mary Annette Rose