Inquiry and the National Science Education Standards A Guide for Teaching and Learning (2000) / Chapter Skim
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8 Supporting Inquiry-Based Teaching and Learning
8 Supporting Inquiry-Based Teaching and Learning
Pages 142-152
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From page 143... ...
Furthermore, it won't be just the science teachers who will be The coordinated support system changing; if inquiry-based teaching is likewise has a number of dimensions: to succeed, students, parents, administrators, and teachers of other subjects · Professional development will be changing as well. · Administrative assistance and support S U P P O R T I N G I N Q U I R Y- B A S E D T E A C H I I N G A N D L E A R N I N G 143
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From page 144... ...
solving in other subject areas · Teacher evaluation consistent UNDERSTANDING THE CHANGE with inquiry teaching PROCESS There is no magic formula or recipe Teaching and learning through to follow in incorporating inquiry into inquiry is a new experience for most classrooms and schools. Success faculty members, administrators, requires creativity and sensitivity to a parents, and students.
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From page 145... ...
In addition, how teachers think and · As individuals progress through feel about change appears to be a change process, their needs for developmental. Many studies of support and assistance change.
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From page 146... ...
change their teaching behavior is Every school has a measure of dictated to a large degree by the expertise and experience that can be underlying structures in the organiza- tapped. Even if formal arrangements tion such as rewards, policies, and the for assistance include outside help, overall culture of the organization administrators or teacher leaders can (O'Day and Smith, 1993)
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From page 147... ...
As teachers pass through stage of concern number 4, for ex the stages of concern described in ample) , teachers often express wor Table 8-1, administrators need to ries about whether the new teaching provide them with professional strategies will be acceptable to the development experiences appropriate principal, other teachers, and parents.
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From page 148... ...
the mutual support that teachers need Do instructional units or courses of as they progress through their con- study incorporate inquiry as the main cerns. The collegiality provided by teaching and learning strategy?
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From page 149... ...
Study groups businesses, government agencies and can seek help from local university laboratories, museums, professional researchers or district level science societies, and so on will be interested education specialists in addressing in supporting standards-based reform these concerns. Small action research efforts and often can provide reprojects (Miller and Pine, 1990; Holly, sources of materials, kits, scientists as S U P P O R T I N G I N Q U I R Y- B A S E D T E A C H I I N G A N D L E A R N I N G 149
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From page 150... ...
administrators need to be open about To avoid these pitfalls, administra- the fact that the tests only measure a tors can encourage teachers to com- portion of the science objectives or municate clearly to students and standards. And students who achieve parents what they expect students in a deep understanding of science their classes to know and be able to do content through inquiry usually do and how they will assess and grade well on conventional tests (Bransford them.
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From page 151... ...
Innovative social studies instructional The evaluator must understand materials have incorporated inquiry inquiry to know what to observe in the strategies by providing original source classroom. For example, evaluation of materials for students to use in their inquiry-based teaching requires more investigations and an inductive ap- than one class period visit.
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From page 152... ...
role of change agents. To foster the Teachers can be asked to explain how changes in teaching required by student work demonstrates growth in inquiry-based approaches, administra student understanding.
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