Elementary teachers often struggle with how to design and implement inquiry instruction with their students. For many, just understanding what inquiry is can be difficult—let alone designing activities that support high levels of inquiry. In this article, the authors present a continuum by which to evaluate an activity’s level of inquiry. Then, using a fifth-grade unit exploring sinking and floating, they describe examples of each type of inquiry from low-level structured inquiry to high-level open inquiry.
Type Journal ArticlePub Date 10/1/2008Stock # sc08_046_02_26Volume 046Issue 02