How do you describe Inquiry vs "Hands on" science teaching?

I would have to agree with the idea that "Hands On" is the not the same as inquiry yet there are some inquiry activities which can be "hands on." Does hands on mean that the students are physcially manipulating an object? I never really considered the term in my own pedagogy.

I had always proudly described myself as a "hands-on" science teacher. I assumed that this was the top of the line methodology to engage students in science experiments and increase their motivation and skills. I didn't really have it right, though.

Hands-on science does not necessarily mean inquiry science. Inquiry and hands-on learning may be going on at the same time, which is great, but they are not synonymous. Showing students how to put something together by drawing a diagram on the board and having them work in groups to complete a project they have directions for in front of them is not fostering inquiry, even though it is hands-on.

During an inquiry-based lesson, the students generate the questions, explore answers on their own or in groups, and present their findings in one form or another to the class. They become the scientists and learn to problem-solve as individuals and cooperative teams by using the scientific process. Inquiry fosters deeper learning by incorporating elements of democratic pedagogy, including increasing student voice and shared authority in the classroom. It seems to me that increasing student ownership of what/how they are learning is usually a more time-consuming process but makes learning so much more meaningful for students.

Any other thoughts on this? Thanks!

Stephanie