Managing Inquiry-Based Science: Challenges in Enacting Complex Science Instruction in Elementary and Middle School Classrooms
Purchase on Springer.com
$39.95 / €34.95 / £29.95*
Rent the article at a discountRent now
* Final gross prices may vary according to local VAT.
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.
- American Association for the Advancement of Science. (1993). Benchmarks for science literacy. New York: Oxford University Press.
- American Association for the Advancement of Science. (2001). Atlas of science literacy. Washington, DC: American Association for the Advancement of Science & National Science Teachers Association.
- Anderson, R. D. (2002). Reforming science teaching: What research says about inquiry. Journal of Science Teacher Education, 13(1), 1–12. CrossRef
- Barron, B., Schwartz, D., Vye, N., Moore, A., Petrosino, A., Zech, L., et al. (1998). Doing with understanding: Lessons from research on problem- and project-based learning. The Journal of the Learning Sciences, 7, 271–311. CrossRef
- Blumenfeld, P. C., Kempler, T. M., & Krajcik, J. S. (2006). Motivation and cognitive engagement in learning environments. In R. K. Sawyer (Ed.), Cambridge handbook of the learning sciences (pp. 475–488). New York: Cambridge University Press.
- Bransford, J., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind, experience, and school (Expanded ed.). Washington, DC: National Academy Press.
- Brophy, J. (1999). Perspectives of classroom management. In H. J. Freiberg (Ed.), Beyond behaviorism: Changing the classroom management paradigm (pp. 43–56). Boston: Allyn & Bacon.
- Brown, A. L. (1997). Transforming schools into communities of thinking and learning about serious matters. American Psychologist, 52(4), 399–413. CrossRef
- Brown, A. L., & Campione, J. C. (1994). Guided discovery in a community of learners. In K. McGilly (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice (pp. 229–270). Cambridge, MA: MIT Press.
- Brown, A. L., & Campione, J. C. (1996). Psychological theory and the design of innovative learning environments: On procedures, principles, and systems. In L. Schauble & R. Glaser (Eds.), Innovations in learning: New environments for education (pp. 289–325). Mahwah, NJ: Erlbaum.
- Bullough, R. V. (1994). Digging at the roots: Discipline, management, and metaphor. Action in Teacher Education, 16(1), 1–10.
- Crawford, B. (2000). Embracing the essence of inquiry: New roles for science teachers. Journal of Research in Science Teaching, 37(9), 916–937. CrossRef
- Crawford, T., Kelly, G. J., & Brown, C. (2000). Ways of Knowing beyond facts and laws of science: An ethnographic investigation of student engagement in scientific practices. Journal of Research in Science Teaching, 37(3), 237–258. CrossRef
- Davis, E., & Krajcik, J. (2005). Designing educative curriculum materials to promote teacher learning. Educational Researcher, 34(3), 3–14. CrossRef
- Davis, E., & Miyake, N. (Eds.). (2004). Scaffolding (Special issue). The Journal of the Learning Sciences, 13(3).
- Duschl, R. A., Schweinggruber, H. A., & Shouse, A. W. (Eds.). (2007). Taking science to school: Learning and teaching science in Grades K-8. Washington, DC: National Academy Press.
- Engle, R. A., & Conant, F. R. (2002). Guiding principles for fostering productive disciplinary engagement: Explaining an emergent argument in a community of learners classroom. Cognition and Instruction, 20, 399–483. CrossRef
- Evertson, C. M., & Neal, K. W. (2006). Looking into learning-centered classrooms: Implications for classroom management. Working paper. Washington, DC: National Education Association.
- Fradd, S. H., & Lee, O. (1999). Teachers’ roles in promoting science inquiry with students from diverse language backgrounds. Educational Researcher, 28, 4–20.
- Geier, R., Blumenfeld, P., Marx, R. W., Krajcik, J. S., Fishman, B., Soloway, E., et al. (2008). Standardized test outcomes for students engaged in inquiry-based science curricula in the context of urban reform. Journal of Research in Science Teaching, 45(8), 922–939. CrossRef
- Harris, C. J., & Salinas, I. (2009). Authentic science learning in primary and secondary classrooms. In M. I. Saleh & M. S. Khine (Eds.), Fostering scientific habits of mind: Pedagogical knowledge and best practices in science education (pp. 125–144). Netherlands: Sense Publishers.
- Hart, C., Mulhall, P., Berry, A., Loughran, J., & Gunstone, R. (2000). What is the purpose of this experiment? Or can students learn something from doing experiments? Journal of Research in Science Teaching, 37(7), 655–675. CrossRef
- Holbrook, J., & Kolodner, J. L. (2000). Scaffolding the development of an inquiry-based (science) classroom. In B. Fishman, & S. O’Connor-Divelbiss (Eds.), Proceedings of the fourth international conference of the learning sciences. Erlbaum.
- Huber, R. A., & Moore, C. J. (2001). A model for extending hands-on science to be inquiry based. School Science and Mathematics, 101(1), 32–42. CrossRef
- Lee, O., & Luykx, A. (2005). Dilemmas in scaling up innovations in science instruction with nonmainstream elementary students. American Educational Research Journal, 42(5), 411–438. CrossRef
- Lehrer, R., & Schauble, L. (2006). Cultivating model-based reasoning in science education. In R. Keith Sawyer (Ed.), Cambridge handbook of the learning sciences (pp. 371–387). Cambridge, MA: Cambridge University Press.
- Lemke, J. (1990). Talking science: Language, learning and values. Norwood, NJ: Ablex.
- Magnusson, S. J., & Palincsar, A. S. (2005). Teaching to promote the development of scientific knowledge and reasoning about light at the elementary school level. In S. M. Donovan & J. D. Bransford (Eds.), How students learn: History, mathematics, and science in the classroom (pp. 421–474). Washington, DC: National Academies Press.
- Marx, R. W., Blumenfeld, P., Krajcik, J., & Soloway, E. (1997). Enacting project-based science. Elementary School Journal, 97(4), 341–358. CrossRef
- Marx, R. W., Freeman, J. G., Krajcik, J. S., & Blumenfeld, P. C. (1998). The professional development of science teachers. In B. Fraser & K. Tobin (Eds.), International handbook of science education (pp. 667–680). Dordrecht, The Netherlands: Kluwer.
- Marx, R. W., & Harris, C. J. (2006). No child left behind and science education: Opportunities, challenges, and risks. Elementary School Journal, 106(5), 467–477. CrossRef
- McCaslin, M., & Good, T. L. (1998). Moving beyond management as sheer compliance: Helping students to develop goal coordination strategies. Educational Horizons, 76, 169–176.
- Mehan, H. (1979). Learning lessons: Social organization in the classroom. Cambridge, MA: Harvard University Press.
- Mergendoller, J. R., Markham, T., Ravitz, J., & Larmer, J. (2006). Pervasive management of project based learning: Teachers as guides and facilitators. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues. Mahwah, NJ: Erlbaum.
- Metz, K. E. (2004). Children’s understanding of scientific inquiry: Their conceptualization of uncertainty in investigations of their own design. Cognition and Instruction, 22, 219–290. CrossRef
- Minstrell, J., & van Zee, E. H. (Eds.). (2000). Inquiring into inquiry learning and teaching in science. Washington, DC: American Association for the Advancement of Science.
- Minstrell, J., & vanZee, E. (2003). Using questioning to assess and foster student thinking. In J. M. Atkin & J. E. Coffey (Eds.), Everyday assessment in the science classroom (pp. 61–73). Arlington, VA: National Science Teachers Association.
- Mistler-Jackson, M., & Songer, N. B. (2000). Student motivation and internet technology: Are students empowered to learn science? Journal of Research in Science Teaching, 37, 459–479. CrossRef
- Moje, E. B., & Hinchman, K. (2004). Culturally responsive practices for youth literacy learning. In J. Dole & T. Jetton (Eds.), Adolescent literacy research and practice (pp. 331–350). New York: Guilford Press.
- National Research Council. (1996). National science education standards. Washington, DC: National Academy Press.
- National Research Council. (2000). Inquiry and the national science education standards. Washington, DC: National Academy Press.
- O’Neill, K., & Polman, J. L. (2004). Why educate little scientists? Examining the potential of practice-based scientific literacy. Journal of Research in Science Teaching, 41(3), 234–266. CrossRef
- Palincsar, A. S., & Magnusson, S. J. (2001). The interplay of first-hand and second-hand investigations to model and support the development of scientific knowledge and reasoning. In S. Carver & D. Klahr (Eds.), Cognition and instruction: Twenty-five years of progress (pp. 151–193). Mahwah, NJ: Lawrence Erlbaum Associates.
- Pea, R. D. (2004). The social and technological dimensions of scaffolding and related theoretical concepts for learning, education, and human activity. The Journal of the Learning Sciences, 13(3), 423–452. CrossRef
- Puntambekar, S., & Hubscher, R. (2005). Tools for scaffolding students in a complex learning environment: What have we gained and what have we missed? Educational Psychologist, 40(1), 1–12. CrossRef
- Reiser, B. J. (2004). Scaffolding complex learning: The mechanisms of structuring and problematizing student work. The Journal of the Learning Sciences, 13, 273–304. CrossRef
- Schneider, R. M., Krajcik, J., & Blumenfeld, P. (2005). Enacting reform-based science materials: The range of teacher enactments in reform classrooms. Journal of Research in Science Teaching, 42, 283–312. CrossRef
- Schwille, K., Givvin, K. B., & Chen, C. (2007). The use of videocases in preservice teacher education: The ViSTA project. Paper presented at the annual meeting of the National Association for Research in Science Teaching (NARST), New Orleans, LA.
- Singer, J., Marx, R., Krajcik, J., & Clay-Chambers, J. (2000). Constructing extended inquiry projects: Curriculum materials for science education. Educational Psychologist, 35(3), 165–178. CrossRef
- Songer, N. B. (2006). BioKIDS: An animated conversation on the development of curricular activity structures for inquiry science. In R. K. Sawyer (Ed.), Cambridge handbook of the learning sciences (pp. 355–369). New York: Cambridge University Press.
- Songer, N. B., Lee, H. S., & Kam, R. (2002). Technology-rich inquiry science in urban classrooms: What are the barriers to inquiry pedagogy? Journal of Research in Science Teaching, 39, 128–150. CrossRef
- Weiss, I. R., Banilower, E. R., McMahon, K. C., & Smith, P. S. (2001). Report of the 2000 national survey of science and mathematics education. Chapel Hill, NC: Horizon Research, Inc.
- White, B. Y., & Frederiksen, J. R. (1998). Inquiry, modeling, and metacognition: making science accessible to all students. Cognition and Instruction, 16(1), 3–118. CrossRef
- Williams, M., & Linn, M. C. (2002). WISE inquiry in fifth grade biology. Research in Science Education, 32, 415–436. CrossRef
- Windschitl, M. (2003). Inquiry projects in science teacher education: What can investigative experiences reveal about teacher thinking and eventual classroom practice? Science Education, 87(1), 112–143. CrossRef
- Woolfolk Hoy, A. W., & Weinstein, C. (2006). Students’ and teachers’ knowledge and beliefs about classroom management. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 181–220). Mahwah, NJ: Erlbaum.
- Managing Inquiry-Based Science: Challenges in Enacting Complex Science Instruction in Elementary and Middle School Classrooms
Journal of Science Teacher Education
Volume 21, Issue 2 , pp 227-240
- Cover Date
- Print ISSN
- Online ISSN
- Springer Netherlands
- Additional Links
- Inquiry-based science
- Science instruction
- Classroom management
- Elementary and middle school science
- Science teaching
- Science education reform