ERIC Number: ED464841
Record Type: Non-Journal
Publication Date: 2002-Apr-3
Reference Count: N/A
Authentic Environmental Inquiry Model: An Approach to Integrating Science and Social Studies in Under-Resourced Urban Elementary Schools in Southeastern Louisiana.
Buxton, Cory A.; Whatley, April
This paper reports on a study of what it means to create authentic learning experiences for teachers and students in a southern urban elementary school context. A teacher education model emphasizing local environmental, cultural and historical themes, structured inquiry-based learning, and student-directed assessment strategies was implemented. We implemented this model through our work with pre-service elementary school teachers at a southern, urban university, and with in-service teachers and grade school students in the lowest performing elementary school in the state of Louisiana (as determined by a newly-developed statewide academic accountability measure). The study highlights tensions between teaching that aims to promote personally meaningful connections to science and social studies, and teaching that aims to promote the acquisition of Western canonical knowledge (as represented in state content standards and assessed through high-stakes accountability plans). By reporting on the kinds of approaches and activities that each of four groups of participants (teacher educator/researchers, pre-service teachers, in-service teachers, and grade school students) found to be personally meaningful and how these approaches and activities varied from group to group, insight was provided into one reason why broad-based science and social studies literacy, as advocated in the national reform documents, remains elusive. (Contains 16 references and 1 figure.) (Author/MM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Science Foundation, Washington, DC.
Authoring Institution: N/A