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Simplifying Inquiry Instruction

by: Randy L. Bell, Lara Smetana, and Ian Binns

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.


Type Journal ArticlePub Date 10/1/2005Stock # tst05_072_07_30Volume 072Issue 07

NSTA Press produces classroom-ready activities, hands-on approaches to inquiry, relevant professional development, the latest scientific education news and research, assessment and standards-based instruction.

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