Inquiry instruction is a hallmark of the current science education reform efforts. However, defining inquiry and assessing how much inquiry is supported by a particular activity or lab can be difficult and confusing. This article presents a simplified explanation of inquiry and provides a rubric that will enable science teachers to determine whether an activity is inquiry-based and, if so, to assess the level of inquiry it supports.
Details
Type Journal ArticlePub Date 10/1/2005Stock # tst05_072_07_30Volume 072Issue 07