Teacher Inquiry-Related Practices
- Uses modeling in teaching
- Guides students in an active inquiry
- Guides students in an extended inquiry (more than 2 days, more than 1 week, 2 weeks or more, longer…)
- Engages students in the process of questioning and formulating solvable problems.
- Engages students in discussions about their research results, interpretations of their results, and descriptions of possible new researchable questions.
- Engages students in constructing new knowledge through describing the implications of their work, and discussions of how results may tie in to ecology concepts
- Integrates investigations with different formats into classroom work, and relates student work to ecology “research tradition”.
- Skillfully facilitates classroom discourse through questioning, reflecting on, and critically analyzing ideas, leading students toward a deeper understanding of the inquiry process itself.
- Skillfully meshes opportunities for science-related inquiry with critical reflection on the role of the individual as an inquirer in a collective context.
- Employs strategies for discovery learning, guided inquiry and open inquiry according to the experience of the learners and the context of the classroom.
- Teacher uses Web-site (to what degree?) for use in class.
- Shares science investigations with colleagues at school or district
- Communicates with scientists for use in teaching
- Reads journal articles, ecology content for use in teaching
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