| Chapter 1: | Introduction |
|
|
This is a limited free preview of this book. Please buy full access.
Table 1.1. Essential features of classroom inquiry and their variations.
| Essential Feature | Variations | |||
| 1. Learner engages in scientifically oriented questions | Learner poses a question | Learner selects among questions, poses new questions | Learner sharpens or clarifies question provided by teacher, materials, or other source | Learner engages in questions provided by teacher, materials or other source |
| 2. Learner gives priority to evidence in responding to questions | Learner determines what constitutes evidence and collects it | Learner directed to collect certain data | Learner given data and asked to analyze | Learner given data and told how to analyze |
| 3. Learner formulate explanations from evidence | Learner formulates explanations after summarizing evidence | Learner guided in process of formulating explanations from evidence | Learner given possible ways to use evidence to formulate explanation | Learner provided with evidence |
| 4. Learner connects to explanations to scientific knowledge | Learner independently examines other resources and forms the links to explanations | Learner directed toward areas and sources of scientific knowledge | Learner given possible connections | ________ |
| 5. Learner communicates and justifies explanations | Learner forms reasonable and logical argument to communicate explanations | Learner coached in development of communication | Learner provided broad guidelines to use sharpened communication | Learner given steps and procedures for communication |
| More _________ Amount of Learner Self-Direction _________ Less | ||||
| Less _________ Amount of Direction from Teacher or Material _________ More |
Source. National Academy of Sciences (2009). Reprinted with permission from the National Academies Press.