From my perspective, the readings this week centered on what it means exactly to pursue science education as inquiry. Several articles from this weeks reading repeated the common theme that allowing students the chance to inquire about something that interests them will create a deeper more meaningful understanding of important scientific concepts, as opposed to simply telling them facts they should memorize or conveying information in a one-way fashion. Another way to solidify concepts for students using inquiry as our mode of education is to allow students the opportunity to pursue unknown aspects of our scientific understanding. When I think of my own science education experience, I can recall many times hearing myself or another student ask a probing question in a lab or lecture and been told that we just don’t know the answer to that and then nothing more would be discussed on that issue. It often felt as if any unknown or unresearched aspects of our subject of interest were off limits, as if there was nothing there to be learned yet. We were only interested in understanding what was already known to the discipline. When, if fact, approaching science education as a method of inquiry would lead us to investigate the unknown areas of interest and apply all the general aspects of what is typically thought of as science to learn and contribute something new and dynamic to the fluid nature of science. I can also remember that as a science student I would often wonder “when/how am I going to have all the previously known information memorized? And then will I be able to contribute something new to scientific research? ” Had science been taught as a form of inquiry through out my educational experience, I would have learned that I was capable of contributing to the scientific body of knowledge at any point through out the process. That would have required that I be privy to the “vicissitudes of fluid inquiry” (Schawb, 1966, p. 21), but sadly, I feel that I was not. As a future science educator, the feeling of missing out on a fundamental aspect of scientific education is not lost on me and will be of primary concern when planning the curriculum for my own students.