Flexible, creative, constructive, and collaborative: the makings of an authentic science inquiry task

To promote scientific literacy in school science, students need to learn key concepts along with the nature of knowledge and how it is generated. Ideally, this learning mirrors authentic inquiry through student engagement three epistemic practices: flexibility creativity, construction, collaboration.This paper draws on findings from a larger research study investigating implementation guided-inquiry multimodal approach teaching science. It reports case Australian Year 9 science sustainable design strategies for houses, as summative task. Through post-hoc analysis, explores how, what extent, task supported practices inquiry. address these questions, author developed applied an Authentic Inquiry Framework (AIF) analyse students’ dialogue interactions during task.The reveal that flexible creative addressing their own experimental provisional collaborative construction. support investigation, were also able productively integrate disciplinary-specific tools technologies.