Inquiring Minds Do Want to Know

A group of pre-service students assigned to fifth graders with an interest in tornadoes worked over the course of several classes to present a series of lessons that gave students a solid background so they could understand how tornadoes are formed. Creating the tornado would be the students’ experiment, not the teachers’. This form of facilitation—in which the teacher poses the question but lets the students decide how to answer the question—falls into the guided-inquiry approach. In this approach, often times the process is more important than the final product.


Type Journal ArticlePub Date 2/1/2007Stock # sc07_044_06_42Volume 044Issue 06

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