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Teachers’ Discourse Strategies for Supporting Learning Through Inquiry



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Teachers Discourse Strategies for Supporting Learning Through Inquiry William A Sandoval Kenneth Daniszewski University of California Los Angeles James P Spillane Brian J Reiser Northwestern University Presented at the Annual Meeting of the American Educational Research Association Montreal April 19 23 1999 Session Staging Sustaining and Establishing Norms Characterizing How Science Teachers Facilitate Inquiry Chairs Iris Tabak Ben Loh Northwestern University This work was funded in part by a grant from the James S McDonnell Foundation s Cognitive Studies of Educational Practice to Brian J Reiser and James P Spillane The findings and conclusions reported here represent the opinions of the authors and do not necessarily reflect the views of the James S McDonnell Foundation We thank all the members of the BGuILE project for their contributions to this work especially Iris Tabak TJ Leone and Richard Leider We are grateful to Hyeok Hsun and Shaziti Aman for their help in conducting classroom observations We especially thank David Goodspeed Jim Burnside and their students for their enthusiastic participation We also thank Yasmin Kafai Cynthia Ching Brian Foley and Noel Enyedy for helpful discussions of this data ABSTRACT Inquiry based science teaching demands a set of teaching practices quite different from typical didactic science instruction Two of the central challenges in teaching science through inquiry are that a students inquiry must productively engage them in exploration and reasoning about central issues in the domain and b students need to be able to generalize such specific inquiry experiences to broader formal domain theories These challenges reflect a tension in inquiry based science learning between students inquiry goals and instructional goals that students master formal domain concepts and theories This paper explores how two teachers concurrently enacting the same inquiry based unit on evolution structure activity and discourse in their classroom



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