An inquiry-based curriculum requires teachers to design experiences that engage students in scientific phenomena through direct observation, data gathering, and analysis of evidence. Replacing familiar routines and conventional methods with inquiry may seem daunting. However, appropriately scaffolded inquiry can provide a smooth transition. The scaffolding procedure described in this article allows teachers to adjust from highly structured environments and teacher-directed inquiry to less structured environments with student-directed inquiry.
Type Journal ArticlePub Date 10/1/2005Volume 072Issue 07