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 Connect
Magazine, Vol. 13. Issue 4, March/April 2000
Connect Magazineis a journal supporting inquiry-based teaching
and learning. Featured in this issue of Connect are six case
studies of science inquiry in the elementary classroom written by
teachers participating in the Institute for Inquiry Teacher Learning
Group. Each article explores some critical aspect of inquiry. Connect
Magazineis published by Synergy
Learning International, Inc.
Balch, Carolyn
(Schmidt)
"What I Learned in School."
Connect, vol. 9 no. 5, pp. 1-3, May-June 1996.
Abstract: This article chronicles what I learned during a field-testing
about how kids learn and what they think about fundamental concepts
important to flight (gravity, air pressure, weightlessness, etc.).
It's more broadly constructivist (on getting inside kids' heads)
and less focused on inquiry per se.)
Bateman, Walter
L.
"Why Don't They Take
Notes?" Chapter 1 of Open to Question: The Art of Teaching
and Learning by Inquiry. San Francisco: Jossey-Bass, 1990, pp. 3-14.
Abstract: A record of an exchange of letters between the author
and a (presumably) new college teacher. Topics covered include the
qualities of a "good teacher".
Brooks, Jacqueline
Grennon
"Teachers and Students: Constructivists Forging New Connections."
Educational Leadership; v47 n2, pp. 68-71, Feb 1990.
Abstract: As constructivists, teachers strike the delicate balance
between teaching for fact and skill acquisition and teaching for
independent and expert thinking.
Bruer, John
T.
"Applying What We Know in Our Schools: A New Theory of Learning."
Chapter 1 of Schools for Thought: A Science of Learning in
the Classroom. Cambridge, MA: MIT Press, 1993, pp. 1-18.
Abstract: If we want to improve America's schools, we will have
to apply in the classroom what we know about humans as intelligent,
learning, thinking creatures.
Colburn, Alan
"How to make lab activities
more open ended." CSTA Journal, Fall 1997, pp. 4-6.
Abstract: When your students do laboratory activities, are they
simply following directions, asking whether they are getting the
"right answers," and not really learning much from the experience?
Are you bored reading a hundred identical lab reports?
Duckworth, Eleanor.
Inventing Density
Grand Forks, ND: North Dakota Study Group on Evaluation,1986.
Abstract: "This is a story about the collective creation of knowledge:
its multiple beginnings; its movement forward, backwards, sidewards;
its intertwining pathways. The setting is a course in the educational
psychology of science teaching, at the University of Geneva." (author)
Elstgeest, Jos
"The Right Question at the Right Time". Chapter 4 of Primary
Science...taking the plunge: How to teach primary science more effectively.
Edited by Wynne Harlen. Portsmouth, NH: Heinemann Educational, 1985,
pp. 36-46..
Abstract: A question already has within it the kind of answer that
can be given, even before it is spoken. There are many kinds of
questions and their varying effect on children is striking.
Gega, Peter.
"How to Use Closed-Ended and Open-Ended Activities". Chapter
3 of Science in Elementary Education by Peter Gega. 7th edition.
New York: Maxwell Macmillan International, Inc., 1994, pp. 50-69.
Abstract: Children can learn science in several ways. But generally
the most effective way is through hands-on activities. This chapter
concentrates on two basic kinds of hands-on activities, closed-ended
and open-ended.
Harlen, Wynne.
"Helping Children to Plan Investigations". Chapter 6 of Primary
Science...taking the plunge: How to teach primary science more effectively.
Edited by Wynne Harlen. Portsmouth, NH: Heinemann Educational, 1985,
pp. 58-74.
Abstract: Planning skills give children the power to put their own
and others' ideas to the test in a scientific way; so they play
a central role in developing concepts.
"Inquiry
Based Science: What Does It Look Like?" Connect Magazine,
March-April 1995, p. 13.
Abstract: To help in answering this question, teachers and administrators
participating in the Vermont Elementary Science Project observed
and discussed the actions of students engaged in hands-on, minds-on
science exploration. Then they created this, "On the Run Reference
Guide to the Nature of Elementary Science for the student".
Rossman, Alan
D.
"Managing Hands-On Inquiry." Science and Children, pp. 35-37,
Sept. 1993.
Abstract: Encourages teachers to use hands-on, inquiry experiences
to teach science. Describes the perceived risks of using hands-on
inquiry and how to manage those risks.
Stepien, William;
Gallagher, Shelagh
"Problem-Based Learning: As Authentic as It Gets."
Educational Leadership; v50 n7, pp. 25-28, Apr 1993.
Abstract: For three years, the Center for Problem-Based Learning
at Illinois Mathematics and Science Academy has been developing
innovative programs in various K-12 settings. Students meet an "ill-structured
problem" (like thorium waste) before receiving instruction. Teachers
act as coaches and tutors, probing findings, hypotheses, and conclusions;
sharing their thinking when students need a model; and calling "time-out"
discussions on thinking progress.
Watson, Bruce
and Richard Kopnicek.
"Teaching for Conceptual
Change: Confronting Children's Experience"
Phi Delta Kappan
pp. 680-684, May 1990.
Abstract: Overcoming children's misconceptions can be a challenge
in the classroom. The author suggests that a better understanding
of the social aspects of learning, how students use their conceptual
understandings outside the classroom, and how their experiences
grow into scientific models that they find satisfactory will help
teachers better understand their role.
Wolf, Dennis
Palmer
"The Art of Questioning."
Academic Connections; pp. 1-7, Winter 1987.
Abstract: This article was originally a talk delivered at the Summer
Institute of the College Boards Educational Equality Project, held
in Santa Cruz, California, July 9-13, 1986. At the institute more
than one hundred high school and college teachers convened to consider
how concerns raised by the education reform movement can be translated
into improvements in everyday teaching practice. One topic given
particularly close attention was that of questioning in the classroom.
Dennie Wolfs remarks provided the keynote for these deliberations,
and the version of her talk presented here has been expanded slightly
to take into account questions raised by institute participants.
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