Having taught K–12 students and preservice teachers for almost 20 years, the author knows the problems that arise when students are asked to generate an investigation of their own design. Therefore, she developed some lessons that significantly increased the diversity and quality of the investigations students generated. This article describes three of the lessons she introduced to preservice teachers as they attempted to generate personal full-inquiry projects and later successfully tried with students in grades 4–5.
Details
Type Journal ArticlePub Date 12/1/2010Stock # sc10_048_04_36Volume 048Issue 04