Next message: Stine, Annette: "[Teacher-talkinquiry] session 8"
Our middle school group in Maryland has had similar concerns. If you take a look at the National Science Education Standards and the guide Inquiry and the National Science Education Standards ISBN# 0-309-06476-7 (advertised in the ENC Focus Journal, objectives are in there explaining how to get to an inquiry based classroom.
A lot of this is process and having the students guide themselves through the process such as creating meaningful data tables and graphs then interpreting those graphs. This has to be modeled step-by-step, letting the openness of the activity increase with the progression of the year.
I was concerned about trade-offs of content for process but now realize that they go hand-in-hand. Content is taught as process is practiced. But the kids that don't "get it" sometimes will never "get it" but some may surprise you in being able to show their skills.
FOOD FOR THOUGHT.
Jennifer
teacher-talkinquiry@learner.org wrote:
>
> One question that arose during our site group discussion was how to use an
> inquiry approach in a district where covering science content is mandated.
> My answer to this was to start with the broad goals that you want students
> to achieve at the beginning of each unit. Then, share those goals with the
> students and allow them to work towards those goals in an inquiry setting.
> Having students studying different areas that they wonder about and then
> sharing the results of what they learned will often lead to covering a broad
> range of specific content knowledge while they develop process skills too.
> You can help transfer the learning that they develop by connecting that
> knowledge to the content that you need to cover.
> Annette
>
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