A Model for Extending Hands-On Science to Be Inquiry Based

Richard A. Huber, Christopher J. Moore
<span title="">2001</span> <i title="Wiley"> <a target="_blank" rel="noopener" href="https://fatcat.wiki/container/vpzvswa5fngjff3gv5vmtcavda" style="color: black;">School Science and Mathematics</a> </i> &nbsp;
Many popular hands-on science activities, as traditionally implemented, fail to support inquiry-based science instruction, because the activities direct teachers to terminate lessons prematurely. This paper presents a model describing one approach for extending seemingly limited hands-on activities into full-inquiry science lessons. The strategy involves (a) discrepant events to engage students in direct inquiry; (b) teacher-supported brainstorming activities to facilitate students in planning
more &raquo; ... nvestigations; (c) effective written job performance aids to provide structure and support; (d) requirements that students provide a product of their research, which usually includes a class presentation and a graph; and (e) class discussion and writing activities to facilitate students in reflecting on their activities and learning. The paper presents the model as a tool for facilitating science teachers' efforts to understand and implement the type of powerful, effective, and manageable inquiry-based science instruction called for in the National Science Education Standards.
<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1111/j.1949-8594.2001.tb18187.x">doi:10.1111/j.1949-8594.2001.tb18187.x</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/jrw46te7jvhgreudsiada6mft4">fatcat:jrw46te7jvhgreudsiada6mft4</a> </span>
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