Experiencing Science

With the arrival of the new century, inquiry teaching has been one actively initiated teaching method increasingly that draws our attention with the focus on its particular educational value and charm, which is even the core of the reform of science education in the schools. Compared with the traditional tell-listen teaching, scientific inquiry emphasized in the science education is the combination of the nature of science and education, which makes important realistic sense and exactly redefines the teaching idea, teacher-student relationship, and teaching practice. Applying the method of qualitative research, the thesis analyzes the current practice situation of the inquiry teaching in science in the primary school based on the case studies.This thesis is composed of four parts. The first part is the introduction that involves theoretical background of the study. The second part summarizes how to develop this study, namely the practical background, the materials, reflection and some moral issues. The third part conducts a qualitative research in the four perspectives of why to inquiry, what to inquiry, how to inquiry and how to evaluate the inquiry, which presents the process of the study. Accordingly some analysis and suggestions are advanced in the last part.