As teachers, we know that learning through an inquiry approach is helpful for our students. However, not all students are accustomed to learning through inquiry. Some have never experienced an inquiry investigation in science. How can we assist them in the transition from solely learning content to actually applying content and using higher-order thinking skills? A strategy called "think-aloud" can help students progress toward thinking for themselves in questionable, devising investigations, analyzing data, and supporting conclusions with evidence.
Type Journal ArticlePub Date 9/1/2006Stock # sc06_044_01_56Volume 044Issue 01