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ERIC Number: EJ987414
Record Type: Journal
Publication Date: 2012
Pages: 9
Abstractor: As Provided
Reference Count: 7
ISSN: ISSN-0036-8121
Investigating Human Impact in the Environment with Faded Scaffolded Inquiry Supported by Technologies
Campbell, Todd; Longhurst, Max; Duffy, Aaron M.; Wolf, Paul G.; Nagy, Robin
Science Activities: Classroom Projects and Curriculum Ideas, v49 n4 p99-107 2012
Teaching science as inquiry is advocated in all national science education documents and by leading science and science teaching organizations. In addition to teaching science as inquiry, we recognize that learning experiences need to connect to students' lives. This article details how we use a sequence of faded scaffolded inquiry supported by technologies to engage students meaningfully in science connected to their lives and schoolyards. In this approach, more teacher guidance is provided earlier in the inquiry experiences before this is faded later in the sequence, as students are better prepared to complete successful inquiries. The sequence of inquiry experiences shared in this article offers one possible mechanism for science teaching supported by technologies as an exemplar for translating teaching "science as inquiry" into practice. (Contains 2 tables and 3 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A