Networking for leadership, inquiry, and systemic thinking: A new approach to inquiry-based learning

Recent changes in science education standards have mandated a prominent place for inquiry learning in science curricula. However, change from traditional teaching methods to a more inquiry-centered approach is difficult to enact. While research to date demonstrates a number of successful inquiry implementations, it also reveals a slow rate of change along with possible reasons for difficulty in adopting inquiry instructional methods. Further, inquiry reforms have failed in the past. The Networking for Leadership, Inquiry, and Systemic Thinking (NLIST) initiative, sponsored by the Council of State Science Supervisors and NASA, proposes to facilitate inquiry through systemic reform designed to avoid the mistakes of the past and incorporate new knowledge about teaching and learning. Systemic elements targeted for change include a standard conceptualization of science as inquiry, instructional materials, professional development, administrative support and leadership, facilities, community involvement, and technology infrastructure. To date, the initiative has created a detailed definition of inquiry learning and a rubric for evaluating instructional materials against this definition. This paper presents the theoretical and empirical foundations for the NLIST initiative, describes its progress, and outlines future goals. © 2002 Plenum Publishing Corporation.