ABSTRACT
This chapter presents the case that in order to improve both the conceptual understanding of the public and the number of students seeking to be scientists, school science must look more like real science. It argues that it is crucial that science education include scientific inquiry integrated into the learning process, and that this practice focus on helping students move from what they think they know to a more scientifically sound conception. The use of immersive technologies like digital games can minimize some of the obstacles currently blocking a more widespread use of scientific inquiry. The prior National Science Education Standards offered a clear set of guidelines for engaging in scientific inquiry. These scientific activities include, but are not limited to, making observations, formulating hypotheses, gathering and analyzing data, and forming conclusions from that data.
