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Journal of Science Teacher Education

Erschienen in:

01.03.2010

Managing Inquiry-Based Science: Challenges in Enacting Complex Science Instruction in Elementary and Middle School Classrooms

verfasst von: Christopher J. Harris, Deborah L. Rooks

Erschienen in: Journal of Science Teacher Education | Ausgabe 2/2010

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Abstract

Effectively enacting inquiry-based science instruction entails considerable changes in classroom management practices. In this article, we describe five interconnected management areas that need to be addressed when managing an inquiry-oriented K-8 science classroom. We introduce a pyramid model as a framework for thinking about these management areas and present a brief review of what the research literature says about each area. We propose that enacting inquiry-based instruction requires a different kind of approach to classroom management that takes into account the close-knit relationship between management and instruction. This perspective recognizes the pervasive nature of managing the classroom for inquiry learning.

Vorheriger Artikel Using Science Teaching Case Narratives to Evaluate the Level of Acceptance of Scientific Inquiry Teaching in Preservice Elementary Teachers

Nächster Artikel Videoconferencing in Math and Science Preservice Elementary Teachers’ Field Placements

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Titel: Managing Inquiry-Based Science: Challenges in Enacting Complex Science Instruction in Elementary and Middle School Classrooms
verfasst von: Christopher J. Harris
Deborah L. Rooks
Publikationsdatum: 01.03.2010
Verlag: Springer Netherlands
Erschienen in: Journal of Science Teacher Education / Ausgabe 2/2010
Print ISSN: 1046-560X
Elektronische ISSN: 1573-1847
DOI: https://doi.org/10.1007/s10972-009-9172-5

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