Developing students’ scientific literacy has been the primary goal of science education. An important aspect of scientific literacy focuses on the students’ acquisition of scientific inquiry skills in the context of science learning. Scientific inquiry involves the use of analytical, logical, and creative thinking abilities of raising and engaging in answering questions that are of personal interest. To foster scientific inquiry skills in classroom instruction, students should be provided with an inquiry-based learning environment that allows them to focus on observing the natural world, asking questions about their observations, and searching for evidence to answer these questions. Students are expected to use and develop their inquiry skills during this process, such as making observations, asking questions, hypothesizing, designing research, developing evidence-based results, and establishing communications.

Through activities such as scientific investigations, experiments, project work, field work, group discussions, and debates, students can also actively engage in inquiry processes. Engaging students in scientific inquiry activities assists them in developing critical thinking skills and constructing knowledge. A solid foundational understanding of scientific inquiry improves both student achievement and attitudes toward mathematics and science.

There are five (5) features of an inquiry-based science classrooms:

1. Students are engaged by scientifically-oriented questions.

2. Students give priority to evidence in responding to these questions.

3. Students formulate explanations from evidence..

4. Students evaluate their explanations in light of alternative explanations.

5. Students communicate and justify proposed explanations

Below is a sample of an inquiry-based classroom.

There are four levels of inquiry: confirmation, structured, guided, and open inquiry. The first level is confirmation inquiry, in which students confirm a principle through an activity whose results are known ahead of time, thus only reinforcing students' prior knowledge. Traditional or cookbook labs are examples of these in which students follow the directions and ensure their results match those in the text. Following this, the second level is structured inquiry, in which students follow a predetermined procedure to investigate a teacher-posed question. The third level is guided inquiry, in which students use student-designed/selected procedures to investigate a teacher-posed question. Students design the experiment in this manner by deciding on the methods to be used based on the materials provided. They also conduct their own investigations and research, guided by the questions provided. As the highest level of inquiry, open inquiry allows students to investigate student-formulated questions using student-designed or selected procedures. Students should investigate a problem they created from a "raw" phenomenon using procedures and methods they select or develop. They determine what data to collect, how to interpret the data, and what explanations or solutions to the problem to propose.

As an example of guided inquiry, I have tasked my students to solve the particular problem below:

Problem: There is a terrible drought in East Africa. The United Nations is working to get vitally needed medications into the refugee camps. It takes too long and it is too dangerous to bring the medications in by truck. It is also considered too dangerous to land a plane so it has been decided that the medications will be air- dropped. You are part of a team of engineers who have been asked to design a container that will protect the medications as they fall to the ground. You will model this problem using a raw egg. There are some volume and mass restrictions for the container and height requirements for the drop. It will be important to work well with your team in analyzing the problem; designing and building and testing your container; and analyzing your results.

Here is an example of a student video documentation of this activity:

This Egg Drop experiment is an example of guided inquiry in which students devise their own procedures for designing, developing, and building an egg drop apparatus. Students used critical and creative thinking skills in this activity. Below is an example of my student's reflection:

“The experiment not just brought joy to us, but also different lessons and skills. Relating this to our subject, I am certain that this experiment aims to examine and enhance 21st century skills of students like me that can surely help us to grow and develop in today's world. My skills were put to a test in this experiment. These 21st century skills include critical thinking and creativity. My creativity was tested in developing a protective figure for the raw egg. I had to use my imagination to picture out some possible figures to support the egg until I finally decided to try one figure. I also had to be creative in making the figure. I had to use different materials like manila paper, crumpled papers, tape, and yarn. Using my creativity, I was able to build my desired figure. My critical thinking skill, on the other hand, was tested from the very start. I had to process all the data and information I have. Then, I had to study and understand the situation and the problem very well. Lastly, I had to think carefully on how I will develop the possible effective solution. I gave attention to every detail of the problem and my possible solutions just to make sure that what I will do is right and will surely solve the problem. If I relate this experiment to teaching, the raw egg will symbolize the students and the protective figure will symbolize the teachers. The students are like raw eggs, they still have fragile minds and emotions. The teachers' strategies in teaching and flexibility will serve as protection for their young minds. The safety of the students' journey in education depends on the teachers.”

Doing and learning science is a way of thinking about and investigating the world in which we live in. This focuses on the abilities that scientists use to discover and explain physical phenomena. These abilities include asking questions about the world, designing and conducting investigations, employing various information-gathering strategies, and communicating results. These critical skills must be developed in students in order to promote authentic and meaningful science learning.