A few years ago, I walked into an elementary school classroom as students were investigating why one ice cube melted faster than the other. A few students were timing the melt. One group abandoned its initial prediction because the evidence wasn’t quite aligned. Some were in a heated debate about whether sunlight was a factor. Their teacher was moving from table to table, asking each group to defend their theories.
I stood by and watched, hoping my presence wasn’t distracting. Thankfully, no one looked my way.
This was meaningful science instruction in front of my very eyes.
After 35 years in education, I’ve learned that understanding takes flight when students are so absorbed in an investigation that everything else becomes secondary.
Beyond their teacher’s enthusiasm, what made this classroom successful was that students had time to investigate, materials to support their learning, and a lesson designed to encourage questions.
These conditions were made possible by decisions outside of the classroom. For administrators, supporting high-quality science instruction is to ensure that teachers have the time, materials, and instructional guidance to make experiences like this part of everyday learning.
What Curiosity Reveals About Science Instruction
“What are students wondering?”
A principal I worked with asked that question during every walkthrough. She wanted to know more than whether students were on task or hitting their learning targets. She watched how students approached problems and paid particular attention to how they used evidence to explain their thinking. Her approach was very intentional, and it changed how teachers and administrators discussed science instruction.
There is a significant difference between participating and learning. Students might follow directions and complete worksheets, but they may not develop a strong understanding of the science behind those activities. Genuine curiosity operates differently. When students are curious, they are more inclined to question their results and use what they’ve observed to develop new explanations.
Administrators should look for those behaviors during walkthroughs because they offer valuable insight into how well instruction supports scientific thinking. If opportunities for investigation are consistently missing, it’s worth examining why. Limited instructional time, inadequate materials, and lessons that do not leave room for exploration can make inquiry difficult, even for experienced educators.
Connecting Curiosity to Scientific Understanding
I once prepared what I thought was a fantastic lesson on erosion. A few minutes into the lesson, a student raised his hand and asked, “If water can move rocks, could it move a mountain?”
That question led to the richest conversation of the day! Students talked about whether water shapes the land—and each question gave a new way to explore the lesson.
This is the idea behind phenomena-based learning. Rather than introducing a scientific concept through definitions and explanations, teachers begin with something students can observe. Questions such as “why do plants grow toward a window” or “why does ice melt faster in some conditions than others” give students a reason to ask questions and seek explanations.
In a phenomena-based lesson, students gather evidence, test ideas, and gradually develop an understanding of the science behind it all. Their curiosity helps guide the investigation, while the teacher provides instruction and support to deepen their understanding.
For administrators, supporting this approach begins with selecting instructional materials that enable meaningful investigation. When reviewing a science curriculum, consider whether lessons introduce observable phenomena and encourage students to develop questions. Teacher guides should also offer enough flexibility to address unexpected questions without losing sight of the learning objectives.
Giving Teachers a Framework for Discovery
One misconception about inquiry-based learning is that it lacks structure. In my experience, successful inquiry requires thoughtful planning and a clear instructional approach.
I’ve worked with many teachers who have struggled to manage inquiry-based lessons, mainly because lessons felt disorganized. However, at the core of this struggle was a lack of a consistent instructional framework and materials to support it.
In those instances, we used the 5E instructional model, which organized learning into five phases: Engage, Explore, Explain, Elaborate, and Evaluate. Students begin by considering a question or phenomenon. Then, before developing an investigation, they gather evidence. From there, students apply their understanding to new situations and demonstrate what they’ve learned through ongoing assessment.
Over time, teachers become more comfortable guiding investigations and responding to student questions.
“I finally feel like I’m doing science instead of teaching about science,” one particular teacher had said.
The 5E model gives teachers a dependable structure without requiring every lesson to unfold exactly as planned. It also helps ensure students have opportunities to investigate scientific concepts before receiving formal explanations.
Administrators can support this approach by selecting curricula that incorporate the 5E model throughout instruction. Look beyond whether the five phases appear in a teacher’s guide. Consider how each phase contributes to student understanding, whether investigations build on one another, and how well the materials prepare teachers to facilitate discussion.
Teachers should have access to reliable instructional resources, along with professional development that helps them use those resources effectively. This will allow teachers to spend more time responding to students’ learning needs.
Creating the Conditions for Better Teaching
One fifth-grade teacher I coached worried that students would ask questions that she couldn’t answer, or that investigations wouldn’t go as planned. Months into our coaching sessions, I noticed a student ask her a question that changed the direction of the ecosystem lesson. Rather than redirecting the conversation, she smiled and asked, “How could we figure that out?”
After class, she was overjoyed to tell me how comfortable she felt in that situation and how much fun she now has teaching science.
Her growing confidence was the result of reliable instructional materials, a framework she understood, and the flexibility to respond to students’ questions. With support in place, she was able to concentrate on teaching instead of worrying about whether the lesson would work.
Teachers need adequate preparation time, dependable resources, and professional development that connects to classroom instruction. If lessons require extensive modifications or schedules leave little room for investigation, teachers can struggle to provide meaningful science experiences.
Research from the University of Chicago’s Beilock lab offers a useful parallel. A study of first- and second-grade classrooms found an association between female teachers’ math anxiety and lower math achievement among girls by the end of the school year. Although the research focused on mathematics, it raises important questions about how teachers’ confidence and experiences with a subject may influence students.
Administrators can help teachers approach science instruction with greater confidence by addressing the challenges within their control. Further, consistent instructional support allows teachers to focus on guiding investigations and helping students develop a lasting interest in science.
What Administrators Can Do Now
Supporting high-quality instruction doesn’t necessarily require a new curriculum or complete overhaul in instructional philosophy. Administrators can begin by examining the everyday decisions that affect how science is taught.
Protect instructional time.
Science is often one of the first subjects affected by scheduling changes. Assemblies and test preparation, for example, can gradually reduce the time available for investigation. Although occasional interruptions are unavoidable, consistent science instruction allows teachers to build on previous lessons—which allows students to develop their understanding over time. Protecting instructional time communicates that science deserves the same attention as other core subjects.
Look beyond classroom compliance.
During walkthroughs, pay attention to student engagement. Listen for questions and discussions about evidence. A productive science classroom may include disagreement, experimentation, and students reconsidering their initial predictions—all of which deserve recognition alongside classroom management and progress toward learning objectives.
Make professional development relevant to instruction.
Teachers benefit from opportunities to understand and practice the instructional approaches they’re expected to use. Professional development should help educators become comfortable with the 5E model, facilitate investigations, and respond to student questions. Follow-up coaching and collaboration can help teachers apply what they’ve learned in their classrooms.
These actions give teachers greater consistency in their daily instruction. They also help administrators identify where additional support is needed.
Protecting the Moments Students Remember
Recently, a former student came back to visit me. I wondered which lessons she might remember. Instead, she brought up a funny memory about an experiment that hadn’t gone according to plan.
She vividly remembered how the data didn’t make sense and how the class erupted into debate over whose prediction was right.
“We felt like scientists that day,” she smiled.
That experience left a lasting impression. Each student investigated something they didn’t yet understand while I did my best to make those experiences meaningful through encouragement and expertise.
But teachers need support to make those moments possible. They need instructional approaches and time for investigations that encourage students to think for themselves. Administrators play an essential role in ensuring those conditions are consistently available.
When schools make high-quality science instruction a priority, teachers have more opportunities to do what they do best—and students have more opportunities to experience the curiosity and confidence that come from discovering something for themselves.
Science Walkthrough Guide: What Are Students Wondering?
Use this guide during a 10- to 15-minute classroom visit to identify evidence of meaningful science instruction. The goal is to understand how well your school’s instructional practice sand resource support scientific inquiry.
Listen: What Are Students Saying?
- Are students asking questions about what they’re investigating?
- Can students explain their thinking using observations or evidence?
- Are students discussing ideas and considering different explanations?
- Do students recognize when their findings challenge their predictions?
Look: How Is the Lesson Structured?
- Is the lesson connected to an observable scientific phenomenon?
- Do students have opportunities to investigate before receiving formal explanations?
- Are the necessary materials available and ready to use?
- Does the teacher guide students through questions and discussion?
Ask: What Are Students Learning?
Ask a student: “What are you trying to figure out right now?”
Listen for whether the student can explain the scientific question or problem they’re investigating. Their response can offer insight into how well the lesson connects classroom activities to scientific understanding.
Reflect: What Support Do Teachers Need?
Look for patterns across classroom visits. If students have limited opportunities to investigate, consider whether instructional time, curriculum materials, or professional development may be contributing factors.
Use these observations to identify where additional support could strengthen science instruction throughout your school.
Ready to Strengthen Science Instruction in Your School
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About the Author
Cynthia Evans is an educational consultant, STEM coach, and former classroom teacher with more than 35 years of experience helping educators create engaging, inquiry-driven learning environments. After spending 25 years in the classroom, she now partners with schools across the country to support teachers, instructional coaches, and administrators in building strong STEM and science programs.
As a nationally recognized STEM educator and coach, Cynthia believes the best science learning happens when students are encouraged to ask questions, investigate ideas, and make sense of the world through authentic discovery. Her work focuses on helping educators remove barriers to hands-on learning, so every student has the opportunity to experience the curiosity, wonder, and confidence that great science instruction inspires.
When she’s not working with schools, Cynthia enjoys traveling, spending time with her family, and continuing to advocate for meaningful science education that prepares students to think critically, solve problems, and never stop asking, “Why?”
