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ERIC Number: EJ1001650
Record Type: Journal
Publication Date: 2012-Nov
Pages: 5
Abstractor: ERIC
Reference Count: 4
ISBN: N/A
ISSN: ISSN-0036-8148
Valuing Little Steps toward Inquiry
Grueber, David; Whitin, Phyllis
Science and Children, v50 n3 p41-45 Nov 2012
In a climate of high-stakes testing that emphasizes content, it can be challenging to teach science from an inquiry perspective. In addition there is a widespread call for a new approach to science education that includes science practices, crosscutting concepts, and core ideas (NRC 2011). However, it is not imperative for teachers to implement elaborate units of study to build a classroom environment conducive to inquiry. It is important to value little steps toward the full practice of science inquiry. These steps can involve small but significant shifts in the ways teachers present core ideas and encourage students to communicate their scientific thinking. This article illustrates ways that science educators can lay groundwork that nurtures an environment for inquiry-based science instruction in their own classrooms. The authors share here examples of "little steps" from second-, third-, and fourth-grade classrooms where teachers were involved in a yearlong project funded by the state department of education. The goal of the grant was to provide professional development for certified elementary teachers who had minimal preparation in teaching inquiry-based science.
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Grade 2; Grade 3; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A