National Academy Press

Washington, D.C.

© 2000

Inquiry and the National Science Education Standards is the book that educators have been waiting for--a practical guide to teaching inquiry and teaching through inquiry, as recommended by the National Science Education Standards. This will be an important resource for educators who must help school boards, parents, and teachers understand "why we can't teach the way we used to."

"Inquiry" refers to the diverse ways in which scientists study the natural world and in which students grasp science knowledge and the methods by which that knowledge is produced. This book explains and illustrates how inquiry helps students learn science content, master how to do science, and understand the nature of science.

This book explores the dimensions of teaching and learning science as inquiry for K-12 students across a range of science topics. Detailed examples help clarify when teachers should use the inquiry-based approach and how much structure, guidance, and coaching they should provide.

The book dispels myths that may have discouraged educators from the inquiry-based approach and illuminates the subtle interplay between concepts, processes, and science as it is experienced in the classroom. Inquiry and the National Science Education Standards shows how to bring the standards to life, with features such as classroom vignettes exploring different kinds of inquiries for elementary, middle, and high school and Frequently Asked Questions for teachers, responding to common concerns such as obtaining teaching supplies.

Turning to assessment, the committee discusses why assessment is important, looks at existing schemes and formats, and addresses how to involve students in assessing their own learning achievements. In addition, this book discusses administrative assistance, communication with parents, appropriate teacher evaluation, and other avenues to promoting and supporting this new teaching paradigm.

Inquire Within – Implementing Inquiry-Based Science Standards

Douglas Llewellyn

Corwin Press, Inc.

Thousand Oaks, CA

© 2002

Includes step-by-step plans for applying inquiry-based methods to classroom environments and activities. Offers charts, rubrics and other assessment tools to help evaluate progress along with clear and comprehensive definitions of inquiry, constructivism and learning strategies. Includes real-life scenarios highlighting the successful use of inquiry-based strategies along with extensive resource listings. A comprehensive guide for elementary and secondary science teachers, principals, science department heads, and curriculum planners.

Inquiring into Inquiry Learning and Teaching in Science

Edited by Jim Minstrell; Emily H. van Zee

AAAS

Washington, D. C.

© 2000

In this inquiry about inquiry learning and teaching, the authors chose to focus on three questions: Why inquiry?, What does inquiry look like?, and What are some of the issues associated with shifting toward inquiry-based practices? Many perspectives from scientists, teachers, researchers, professional development specialists, and administrators have all been included. Also included are authors who are working with students from diverse cultural backgrounds and socioeconomic circumstances. This is an excellent book to really think about inquiry.

Inquiry at the Window – Pursuing the Wonders of Learners

Phyllis Whitin; David J. Whitin

Heinemann Publishers

Portsmouth, N.H.

© 1997

It is a commonplace occurrence: a group of students gathers at the classroom window, watching the activities of birds and sharing their informal observations. But for Phyllis Whitin, her class, and her collaborator, David Whitin, what began as a common event grew into an uncommon journey of shared wonder and discovery.

On one level, Inquiry at the Window is the story of an elementary classroom's yearlong study of birds. But it is also the story of children looking closely at their world, raising questions, confronting scientific problems, and becoming empowered by the fruits of their own efforts. It is the story of inquiry itself and an inspiration for any educator concerned with preserving and fueling the innate sense of wonder we all possess.

In order to support their belief that inquiry is a spiraling, interwoven process, the authors do not offer a strictly chronological account of their year. Rather, they start with the premise that firsthand experience must be the beginning point for scientific study. We see students throughout the year sharing observations, interpreting their own scientific data, and constructing tentative theories. We also see them conversing with a community of learners that includes families, members of wildlife societies, and ornithologists--a remarkable process that generates further questions and legitimizes children as scientific thinkers in their own right.

Nurturing Inquiry – Real Science for the Elementary Classroom

Heinemann Publishers

Portsmouth, N. H.

© 1999

Every day children make astounding scientific discoveries. The playpen, sandbox, backyard, and playground are their laboratories. What, then, can we offer these young scientists who have spent their lifetimes acquiring knowledge through their own investigations? What experiences can we provide to enhance the growth of the scientist within each child? Charles Pearce found the answers and shares his discoveries in Nurturing Inquiry. The book offers a tour of Pearce's inquiry science classroom, where students are given daily opportunities to do what they do best: investigate, explore, and discover, using their own questions, curiosities, and interests.

Nurturing Inquiry provides all the information you need to incorporate inquiry into your curriculum. Part I is a detailed account of how Pearce prepares his classroom, his students, and himself for the introduction of inquiry. In Part II, Pearce explains how to sustain interest throughout the school year by giving students more and more ownership in their investigations both within and beyond the classroom. Part III includes ideas to help you meet the particular challenges of assessing inquiry and offers examples of various assessment instruments, including surveys, checklists, and dialogue journals.

Replete with practical ideas for materials, activities, and strategies, Nurturing Inquiry is the perfect resource for teachers looking to create a community of scientists in their classroom. But it is much more than a how-to manual - it is also an inspiring look at the reflection, choices, and values that shape the practice of a highly successful teacher.

Taking Inquiry Outdoors –
Reading, Writing and Science Beyond the Classroom Walls

Edited by Barbara Bourne

Stenhouse Publishers

York, Maine

© 2000

Chapters of Taking Inquiry Outdoors: Reading, Writing and Science Beyond the Classroom Walls are written by teachers who chose to teach young children specifically to avoid teaching science. These teachers reflect upon their experiences as their students' interests and needs prompted them to incorporate more and more science into their teaching. Experiences with the beauty and fascination of nature are contrasted with their memories of science classes. The chapters are written in a first person, reflective style which makes this book speak to and resonate with other teachers or teachers-to-be who are intimidated by science. The book addresses taking the initial steps toward teaching science as inquiry, linking to the community and incorporating reading in scientific endeavors. In addition, there are chapters written by science teachers of older children who learned important concepts about teaching science while participating in a project  the elementary teachers primarily represented in this book. This book is a must read for every pre-service elementary teacher whether you hope to teach science or not. Those who are already teachers should read it for the inspiration and infusion of new, innovative ideas that could strengthen any teacher’s work.

Learning Together Through Inquiry – From Columbus to Integrated Curriculum

Kathy G. Short, Jean Schroeder, Julie Laird, Gloria Kauffman, Margaret J. Ferguson and Kathleen Marie Crawford

Stenhouse Publishers

Portland, Maine

© 1996

Based on the authoring cycle, the inquiry cycle provides one possible curricular framework for supporting inquiry within classroom contexts. Through inquiry learners engage in a process of searching for questions that are significant in their lives and finding multiple ways to examine and research those questions.

Learning Together Through Inquiry is the story of how six teachers collaborated with each other and with their students to explore and negotiate curriculum as inquiry in their classrooms. Through this experience they were able to examine their beliefs about inquiry and the teaching of content in elementary classrooms and, most important, they saw the students becoming engaged in learning. They had moved from textbook-based curriculum to thematic units-where students are involved in a range of activities and literature focused around a common topic or issue-to their current interest in inquiry approaches.

All six authors used the broad concept of "discovery" to begin the year and connect the inquiry studies across the year to one another. Students engaged in inquiries about Christopher Columbus, families changing over time, personal and family history, slavery, human rights, cultures, space, and nature cycles.

Learning Together Through Inquiry is an accessible guide to applying the inquiry cycle and negotiating curriculum around a broad concept. It is also a compelling snapshot of how teacher researchers collaborate to enrich their own and their students’ learning.

The Private Eye – Looking and Thinking by Analogy

Kerry Ruef

Publisher Unknown

© 2003

You'll discover how The Private Eye builds habits of close observation and inquiry across subjects. You'll learn how the loupe (a magnification tool with a simple but amazing difference) along with three powerful questions can transform the curriculum. You'll see examples of student writing, drawing and theorizing as you tour the process — with over 200 lesson plans, ideas and ticklers to enrich the five core disciplines. The Private Eye process builds communication, problem solving, and concentration skills as it develops "the interdisciplinary mind."

 This unique K-12 thinking skills program encourages interdisciplinary exploration of science, writing, art, math and social studies. Promotes development of concentration skills, creativity and scientific literacy through investigations that utilize a jeweler’s 5x magnifying loupe. Manual emphasizes open-ended questioning techniques. These activities can be easily tailored to any classroom or outdoor setting.