ABSTRACT
This chapter suggests three main directions of change that indicate development of inquiry skills: from simple to more elaborate skills; from effective use in familiar situations to effective use in unfamiliar situations; from unconscious to conscious action. It considers inquiry skills in four groups, concerned with: setting up investigations, collecting data, drawing conclusions and reporting, reflecting and applying. Some scientific knowledge is always involved in using science inquiry skills because there must be something to observe, to investigate, etc. A display enables children to use odd moments as well as science activity time for observing and so increases an important commodity in the development of this skill. Older children with the required manipulative skill can learn to use a microscope through similar informal opportunities. Sharing observations helps children to become aware of what can be found by careful observation and so to become more conscious of this skill. Communication plays an important part in children's learning.
