Flowing Wells Inquiry Science Initiative

Dr. Kevin Stoltzfus

Hands-on learning shows results in science achievement

In their white lab coats, a team of learners from Flowing Wells – the superintendent, assistant superintendent, a teacher and two fourth-grade students – presented the inquiry science initiative the district has developed since launching it in 2007. 

Based on the premise that critical-thinking and problem-solving skills will be most crucial for success in the knowledge economy of the next 20 years, Flowing Wells focused on a change in science learning at the elementary level to shift from direct instruction to learning driven by student inquiry. 

The first step was to convey the vision, based on the operating assumption that learning should be hands-on, and to start small with a team of science leaders. The team’s success created a buzz in the district. Professional development for the core group of teachers developed their capacity to coach other teachers. Coaching progressed to collaboration focused on student outcomes. Flowing Wells used science kits – three kits per grade level – provided by neighboring Tucson Unified, which delivered the kits ready-to-go.

The inquiry science model, says Superintendent Dr. David Baker, was a fundamental shift for the district. The number one goal was for students to have hands-on experience in a noisy, talkative environment where students developed a reflective practice through thinking, writing and discussion. The lab coats were symbolic of the change in environment. Standardized test scores show science achievement above the state average. 

Fourth-grade teacher Andrea Aamodt, a champion of the inquiry model, says the shift from direct instruction requires teachers to develop a technique of asking questions and guiding the direction of learning. The student presenters explained an experiment with batteries, wires and light bulbs and affirmed that they learn more when they do it themselves. Ms. Aamodt said incentive prizes changed to packets of light bulbs and batteries because students wanted to show their families their experiments.

ASPRA Reporter Monique Soria, retired PR director