Although inquiry-based science teaching has been around since the 1960s, many teachers are slow to incorporate inquiry principles into their science lessons. The authors address this issue by using an analogy between a magician’s card trick and open inquiry. This analogy was chosen to portray a difference of perspective and demonstrate how the events that seem to defy planning can, indeed, be planned. An example of a lesson on erosion and deposition is provided to illustrate the varied perceptions of inquiry.
Details
Type Journal ArticlePub Date 4/1/2010Stock # ss10_033_08_62Volume 033Issue 08