The current research is to give an example to the inquiry-based science teaching implementations for facilitating knowledge acquisition and retention in a short period of time. Thus, the aim of the research is to transfer of acquired knowledge into different situations using sequential inquiry activities, which have challenging questions for inquiry about what the magnetic pole is and how to discover it. The research was designed as a pre-experimental, one-group pre-test/post-test (N=65) with a retention-test. Sequential inquiry-based science activities were applied to provide a series of developmentally appropriate experiences and discussions, which concretely scaffold participant's ideas of magnetism. According to the results, the participants interpreted the magnets and magnetic poles regarding their functions. The common view of the participants was that a magnetic pole should be at the ends. This view is associated with upper-lower or internal-external surfaces for a ring magnet. Finally, with a sphere magnet, both upper-lower or internal-external surfaces have lost their functions and the inquiry begins with the question "How to find the poles of a magnet?" In that process, students get to engage and feel that they do not know something that they should know.
One of the most challenging tasks for teachers in projects is to develop creative ideas. Due to the linear system perspective of education, fostering students' creativity is restricted. However, engineering design and scientific process skills that comprise creativity have an iterative structure. An iterative process-oriented education enables students to engage with questions. First, the current study includes a theoretical framework for the nature of engineering design and its transfer to classroom practices. Second, it provides examples of design-based activities that will contribute to the development of the engineering habits of the mind for teachers. In the study, a design of a future living environment activity that can be planned as a long-term student project is introduced. Then, a student design report and a design evaluation rubric for teachers are shared. In this section, engineering design-based projects are demonstrated in detail. These projects are based on the “One Item, One Material” project idea development strategy proposed by the authors. It is considered that such activities, which are carried out with the understanding of simple–complex science, can trigger the enthusiasm of discovery in students’ minds.
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