The author’s teaching career, like many others, began teaching high school in a basic science classroom where the students asked this chapter’s title question. But if students were going to be successful in inquiry-based science, these new ways of thinking and doing science needed to be introduced gradually. This chapter describes how the author used a short, one-class lesson to introduce a physics topic, a one-week activity on erosion, and a final unit assessment on force and motion. These are followed by some reflections and final thoughts on the use of inquiry in the middle level classroom.
Details
Type Book ChapterPub Date 4/1/2009Stock # PB192X6_16