ABSTRACT
Evidence-driven inquiry allows teachers to meet the goals by first providing students with immediate experiences to form accurate understandings; and second, by connecting student's claims to scientifically accepted explanations. Evidence-driven inquiry requires a special combination of students' evidence-based experiences, students' scientific claims, and the teacher connecting students' claims to understandings of science phenomena. The learning cycle was initially created to align to Piagetian stages of assimilation, disequilibrium, and accommodation. When employing the learning cycle, students have experiences with data that is then used by them to construct accurate evidence-based claims. Evidence-based inquiry is an approach where students seamlessly learn science content and the nature by which scientific knowledge is produced in valid and reliable ways. The idea behind phenomena-based teaching is to focus students' experiential learning on science experiences that lead to wonderment about the natural world. Beneficial explorations invoke curiosity and promote investigations that produce empirical data or qualitative observation and accurate evidence-based claims.
