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PDI-8: Inquiring Into Inquiry: Creating an Inquiry-based Classroom

Wednesday, April 10, 2013
9:00 a.m.–4:00 p.m.
Conference Room 1 and 2, Marriott Rivercenter Hotel
Cost: $150
Limit: 80
Grades: K–12

Recommended Pathway Sessions

Provider: Biological Science Curriculum Study (BSCS), Colorado Springs, Colorado

Framing Questions / Outcomes

1. What is scientific inquiry and the practices of science and what does it look like in the classroom?
2. What does an inquiry-based science classroom that effectively incorporates the practices of science look like?
3. Can students really learn essential science content through inquiry?
4. How do I set up my classroom to be inquiry-based?
5. What do I need to know to become an inquiry-based teacher?
6. How do the learning experiences in the PDI mirror what happens in the classroom with students?
7. How can we use the PDI to reflect on the teacher's role and the student's role in an inquiry-based classroom?

PDI Summary

Are you interested in developing an inquiry-based science classroom that uses the practices of science to advance student learning? Immerse yourself in a day of scientific inquiry! Inquiring into Inquiry is intended for anyone interested in learning more about scientific inquiry, the practices of science, and how to help students learn through inquiry. Presenters will engage you in the question: What is scientific inquiry? and facilitate activities that allow you to explore inquiry as a learner. Next, presenters will help you elaborate ways in which inquiry can be used as a tool for teaching, considering how to set up and maintain an inquiry-based classroom. Finally, they will provide an opportunity for you to step back and reflect on how this professional development experience mirrors what you will do in your own classroom to engage students in learning important science concepts through inquiry. Through participation in the BSCS PDI strand, new teachers, established teachers, and other leaders will experience many facets of the role inquiry plays in student learning and teacher professional development.

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Paul Numedahl describes this session:

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