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==== Science standards ====
America's '''[[Next Generation Science Standards|Next Generation Science Standards (NGSS)]]''' embrace student centered inquiry-based pedagogy by implementing a three part approach to science education: Disciplinary Core Ideas (DCIs), Science and Engineering Practices (SEPs), and Cross Cutting Concepts (CCCs).<ref name=":4">{{Cite web |title=Home Page {{!}} Next Generation Science Standards |url=https://www.nextgenscience.org/ |access-date=2023-10-24 |website=www.nextgenscience.org}}</ref> The standards are designed so that students learn science by performing scientific practices in the classroom. Students use SEPsScience and Engineering Practices such as asking questions, planning and carrying out investigations, collaboration, data collection and analysis, argumentation from evidence, and more to learn the DCIsDisciplinary Core Ideas and CCCsCrosscutting Concepts in scientific content areas such as biology, chemistry, and physics<ref name=":4" />. These practices are comparable to the [[21st century skills|21st Century Skills]] that have been shown to be indicators of success in modern societies and workplaces regardless of whether that field is science based.<ref>Gewertz, C. (2007, June 8). “Soft Skills” in Big Demand. ''Education Week''. <nowiki>https://www.edweek.org/teaching-learning/soft-skills-in-big-demand/2007/06</nowiki></ref>
==== Pedagogical applications ====
===== Problem-based learning =====
Inquiry as a pedagogical framework has been shown to be especially effective when used along [[Problem-based learning|problem based learning]] (PBL) assignments.<ref name=":02" /><ref name=":42">{{Cite journal |last=Saleh |first=Asmalina |last2=Phillips |first2=Tanner M. |last3=Hmelo‐Silver |first3=Cindy E. |last4=Glazewski |first4=Krista D. |last5=Mott |first5=Bradford W. |last6=Lester |first6=James C. |date=September 2022 |title=A learning analytics approach towards understanding collaborative inquiry in a problem‐based learning environment |url=https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.13198 |journal=British Journal of Educational Technology |language=en |volume=53 |issue=5 |pages=1321–1342 |doi=10.1111/bjet.13198 |issn=0007-1013}}</ref><ref name=":52">Quitadamo, Ian J, and Ryan Campanella. “Cougars, Curriculum, and Community.” ''The Science Teacher'', vol. 72, no. 4, 1 April 2005, pp. 28–31. Accessed 24 September 2023.</ref> As a student-centered strategy, PBL fits well within an inquiry based classroom. Students learn science by performing science: asking questions, designing experiments, collecting data, making claims, and using data to support claims. By creating a culture and community of inquiry in a science classroom, students learn science by working collaboratively with their peers to investigate the world around them and developing ways to solve problems affecting their communities.<ref name=":52" /> Students confronted with real world problems that affect their everyday lives have been shown to have increased engagement and feel more encouraged to solve the problems posed to them.<ref name=":52" />
===== 5E Model of Science Education =====
==== Collaboration and communication ====
Effective collaboration and communication is an integral part of scientists' and engineers' everyday lives and their importance is reflected in the representation of these skills in hethe SEPsScience and Engineering Practices of the NGSSNext Generation Science Standards. Inquiry education supports these skills, especially when students take part in a ''community of inquiry''.<ref name=":3"/><ref name=":52"/> Students who are actively collaborating and communicating in an inquiry based science class exhibit and develop many of these skills.<ref name=":42"/><ref name=":52" /><ref name=":3"/><ref name=":02"/> Specifically, these students:
* make observations and ask questions with their peers
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