期刊名称：Electronic Journal of Literacy through Science
电子版ISSN：1934-6670
出版年度：2011
卷号：10
出版社：University of California, Davis
摘要：Developing inquiry activities is not a new idea, nor is articulating what inquiry is and providing mandates for it (AAAS, 1993; Kendal & Marzano, 2004; NRC, 1996, 2004). However, this article attempts (a) to improve the caliber of science inquiry lessons by constructing an Inquiry template guide that adheres to National Science Education Standards’ Inquiry learning mandates; and (b) to actively increase the depth of knowledge (DOK) component of inquiry based lessons. Science inquiry should allow students to: describe objects and events; ask questions; acquire knowledge; construct explanations of natural phenomena; test those explanations in many different ways; and communicate their ideas to others. Additionally, this article aspires to give teachers a better command on how to write and implement a true inquiry based science lesson; and to provide a technology-based inquiry lesson for use as both a sample lesson and a guide for creating original lessons.
