One problem we face as teachers of sixth-grade science is how to teach the process of inquiry to students who are still used to learning everything concretely. Indeed, even after walking students through an inquiry lab while modeling the lab-report-writing process and providing think-alouds along the way, we find that students still do not master experimental design. As a remedy to this problem, the authors have, in addition to immersing students in inquiry activities, incorporated short reading passages to give students extra practice in understanding specific parts of the process of inquiry. Their method is described in this month’s column.
Details
Type Journal ArticlePub Date 3/1/2009Stock # ss09_032_07_74Volume 032Issue 07