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Teaching Scientific Inquiry
Recommendations for Research and Implementation
What are scientific inquiry practices like today? How should schools approach inquiry in science education? Teaching Science Inquiry presents the scholarly papers and practical conversations that emerged from the exchanges at a two-day conference of distinctive North American âscience studiesâ and âlearning scienceâscholars. The conference goal: forge consensus views about images of inquiry that could inform teaching science through inquiry. The conference outcomes: recommendations for âEnhanced Scientific Methodâ, âExtended Immersion Units of Instructionâ, and âTeacher Professional Development Modelsâ. The edited volume will appeal to individuals interested in science learning as well as the design of learning environments. Scholars, policy makers, teacher educators and teachers will find this volumeâs recommendations provocative and insightful. Twentieth century scientific advances with new tools, technologies, and theories have changed what it means to do science, to engage in scientific inquiry and to describe science as a way of knowing. Advances in âscience studiesâ disciplines are updating views about the nature of scientific inquiry. Advances in the cognitive and âlearning sciencesâ are altering understandings about knowledge acquisition, meaning making, and conditions for school learning. The conference papers, commentaries and panel reflections advance novel views about both childrenâs learning and the nature of science.
Educational Researchers and their students