Managing Inquiry-Based Science: Challenges in Enacting Complex Science Instruction in Elementary and Middle School Classrooms |
| |
| Authors: | Christopher J Harris and Deborah L Rooks |
| |
| Institution: | (1) University of Arizona, 1430 E. Second Street, Tucson, AZ 85721, USA;(2) University of Maine, 5717 Corbett Hall, Orono, ME 04469, USA |
| |
| 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. |
| |
| Keywords: | |
| 本文献已被 SpringerLink 等数据库收录！ |
|
