Opportunities for Inquiry Science in Montessori Classrooms: Learning From Cultures of Interest, Communication, and Explanation

• In Event: Emerging Years of Schooling

Abstract

Although classroom inquiry is the primary pedagogy of science education, it has often been difficult to implement within conventional classroom cultures. This study turned to the alternatively-structured Montessori learning environment to better understand the ways in which it fosters the essential elements of classroom inquiry, as defined by prominent policy documents. Using ethnographic research methods in four Montessori classrooms, this study found that the Montessori learning environment provided opportunities for students to develop enduring interest in scientific topics and communicate about science. The data also indicated that although explanation was present, it was not an intrinsic part of the Montessori classroom culture. This study offers lessons for both conventional and Montessori classrooms and suggests further research which bridges educational contexts.

Authors

• Carol R. Rinke, Marist College

• Steve Gimbel, Gettysburg College

• Sophie Haskell, Gettysburg College