�the diverse ways in which scientists study the natural world and propose explanations based on evidence derived from their work Inquiry also refers to the activities of students in which they develop knowledge and understanding of scientific ideas, as well as an understanding of how scientists study the natural world.�
The first part of this statement considers inquiry as being how scientists conduct science; as mentioned this is commonly known as scientific inquiry. The second part of the definition considers inquiry as how students learn science and learn about how scientists work. This is best done through inquiry-based learning, as the standards make clear when they say that:
�Inquiry is a multifaceted activity that involves making observations; posing questions; examining books and other sources of information to see what is already known; planning investigations; reviewing what is already known in the light of experimental evidence; using tools to gather, analyze, and interpret data; proposing answers, explanations, and predictions; and communicating the results. Inquiry requires identification of assumptions, use of critical and logical thinking, and consideration of alternative explanations.�
These are the skills used both by scientists when they are using scientific inquiry and also by students when they are learning using inquiry-based science. Students should learn using the same skills and methods as scientists use. The best way for students to learn how to do science and to learn about how scientists think is to actually use the same skills and methods as scientists use in scientific inquiry. This is the central tenet behind inquiry-based science, getting students to work like scientists.
The National Science Education Standards emphasized the importance of getting students to generate their own questions to investigate, ones based on their pre-existing knowledge and experience. The standards make clear that the student and not the teacher should initiate this process:
�Inquiry into authentic questions generated from student experiences is the central strategy for teaching science.�
A further report by the NRC, entitled �Inquiry and the national science education standards: A guide for teaching and learning� (NRC 2000) further extended the ideas presented in the NSES and provided 5 essential features which inquiry should contain;
� Learners are engaged by scientifically orientated questions.
� Learners give priority to evidence, which allows them to develop and evaluate explanations that address scientifically orientated questions.
� Learners formulate explanations from evidence to address scientifically orientated questions.
� Learners evaluate their experiences in the light of alternative explanations, particularly those reflecting scientific understanding.
� Learners communicate and justify their proposed explanations.
Estracted from 'Teaching Inquiry-based Science' by Mark Walker