Inquiry Teaching: A Hallmark of Teaching in a Democratic Society

Teachers who instill as sense of inquiry in their classrooms are the educators who lead the rest of us out of the conservative and neoliberal paradigms that dominate education today.  These teachers know that teaching is not about skills, economic growth, job training and transmission of information.  To these teachers, classroom teaching is about equity, […]

Inquiry: The Cornerstone of Teaching–Part I

Fifth Article in the series on The Artistry of Teaching Conservative and neoliberal paradigms dominate education, which have reduced teaching to skills, economic growth, job training, and transmission of information. In spite of these authoritarian policies,  many K-12 teachers practice a different form of instruction based on principles of equity, social constructivism, progressivism, and informal […]

Why Do We Promote Consumption And Not Inquiry

Why in a democracy do we promote consumption and not inquiry in science teaching?  Why are we so possessed to have teachers cover the ground and not helping students uncover their connection to the world around them? The second public draft of The Next Generation Science Standards will be released this December by Achieve, the organization […]

We Teach Science Not Because It Nurtures the Child’s Imagination, but Because It Might Help Get a Job

Reform in science education for the past two decades is based on the ideas that American students receive an inferior education in mathematics and science, and as a result will not be able to compete for jobs in the global marketplace.  In this scenario, the purpose for teaching math and science is to get a […]

We Teach Science Not Because It Nurtures the Child's Imagination, but Because It Might Help Get a Job

Reform in science education for the past two decades is based on the ideas that American students receive an inferior education in mathematics and science, and as a result will not be able to compete for jobs in the global marketplace.  In this scenario, the purpose for teaching math and science is to get a […]

High Hopes for Science Inquiry: Fewer Opportunities

The No Child Left Behind Act is linked to data that shows schools in California are teaching less science because teachers are pressured to prepare students for the required math and English high-stakes tests. Valerie Strauss writes that Virginia is moving to require that students would only be required to take tests in math and English.  Students would […]

Are Science Standards Taught as if they were Bricks?

In the last post we used science education research to show how accountability standards in science education today pose barriers to meaningful learning in science.  Today, we extend this theme, and show that the theory of learning underlying the accountability standards movement is in conflict with contemporary theories used to explain how students learn. Ideas […]

Standards-Based and High-Stakes Science Education: Frivolous, Capricious & Unreasonable?

Science educators, especially during the past 50 years, have been instrumental in developing curriculum and teaching methods that are intelligent, prudent, reflective, and thoughtful.  Underlying science education has been the well-advised and deliberate attempt to encourage inquiry- and problem-based teaching.  Not only has this been on solid ground in the U.S., but in most nations […]

Standards-Based and High-Stakes Science Education: Frivolous, Capricious & Unreasonable?

Science educators, especially during the past 50 years, have been instrumental in developing curriculum and teaching methods that are intelligent, prudent, reflective, and thoughtful.  Underlying science education has been the well-advised and deliberate attempt to encourage inquiry- and problem-based teaching.  Not only has this been on solid ground in the U.S., but in most nations […]

On the Practice of Science Inquiry

Science As Inquiry, a construct developed in a recent publication, weaves together ideas about science teaching and inquiry that were developed over many years of work with practicing science teachers in the context of seminars conducted around the U.S.A, in school district staff development seminars, and courses that I taught at Georgia State University. Science […]

Review of the NRC’s Framework for K-12 Science Education

The Carnegie Corporation of New York, which funded the National Research Council’s project  A Framework for K-12 Science Education, also provided the financial support for the Fordham Foundation’s review of NRC Framework.  Although not a conflict of interest for the Fordham Foundation, it does raise questions about the Carnegie Foundation’s desire to fund an evaluation of […]

Review of the NRC's Framework for K-12 Science Education

The Carnegie Corporation of New York, which funded the National Research Council’s project  A Framework for K-12 Science Education, also provided the financial support for the Fordham Foundation’s review of NRC Framework.  Although not a conflict of interest for the Fordham Foundation, it does raise questions about the Carnegie Foundation’s desire to fund an evaluation of […]

Constantly Striving for Inquiry-Based Learning

I received an email from a science educator colleague and friend, and he included a copy of a paper that he presented last fall at conference among science teacher educators. The paper, entitled “The journey from powerful ideas to classroom practice:Enacting inquiry pedagogy through co-construction, not indoctrination,” by Michael Dias, Kennesaw State University. The paper […]