Shifting Control of Inquiry From Teachers to Students: A Teacher Designed Framework

• In Event: Poster Session 20
  In Poster Session: Exploring Science Education

Abstract

This paper presents an analysis of conversation occurring within four episodes of teachers guiding youth as they generate testable science questions using a teacher-designed framework at a science camp. This research is part of a larger study of science-inquiry affordances offered to youth at this university-based camp. The camp provided opportunities wherein youth worked with scientists and technicians within the context of one of three science research areas; dendrochronology, watershed analysis and organic chemistry, to plan, conduct and report on their own small-group science investigations. While all teachers aimed to support youth generating their own questions, results suggest differences in the space and freedom offered for youth to present their own ideas. Implications for teacher education are discussed.

Authors

• Carol Ann, Butler Rees, Thompson Rivers University

• Jeff Lance Scott, Nipissing University