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ERIC Number: EJ829744
Record Type: Journal
Publication Date: 2009-Mar
Pages: 4
Abstractor: ERIC
Reference Count: 7
ISSN: ISSN-0889-9371
Connecting Science Notebooking to the Elementary Library Media Center
Fontichiaro, Kristin; Buczynski, Sandy
School Library Media Activities Monthly, v25 n7 p24-27 Mar 2009
The term "inquiry" can be viewed from two perspectives. Inquiry refers to the abilities students develop when designing and conducting investigations and the understanding they gain through this process about the nature of science. Inquiry also refers to teaching and learning strategies that enable students to master content concepts. Library media specialists are not the sole standard-bearers for inquiry; science teachers are deeply committed to inquiry as well. To maximize students' learning, science teachers and library media specialists can work together to pursue quality cognitive experiences for elementary students via inquiry and science skills. The two share a deep responsibility for promoting reasoning skills, content acquisition, and curiosity in students. Realizing that students must have a deep foundation of factual knowledge and a means to organize that knowledge in ways that allow retrieval and application, science notebooking represents an ideal method for capturing mutual educational objectives. Science notebooking is a process tool used to scaffold inquiry as well as provide an ongoing record of the students' procedural and cognitive processes. It encourages authentic engagement that reinforces the nature of science and results in more resonant student learning. Using the steps of the long-established scientific method, the notebook is a place where students formulate explanations from evidence, analyze trends and patterns, and draw conclusions based on relevant evidence. In this article, the authors discuss how to connect science notebooking to the elementary library media center.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A