teacher’s desired primary outcome is that students learn to conduct an inquiry, science subject matter serves as a means to that end. Scientific knowledge remains important. The abilities and understandings outlined in the Standards extend beyond the processes of science to engage students in a full complement of thinking and learning science.

CONCLUSION

This chapter has provided the definitions of inquiry and inquiry-based teaching that undergird the Standards. Chapter 3 will present a series of classroom vignettes that illustrate how elementary, middle, and high school teachers design different kinds of inquiries to achieve different learning outcomes. Chapter 4 will look at assessment: within the context of good instruction, how can the achievement of different learning outcomes best be assessed? Subsequent chapters then turn to how teachers can be prepared and supported to use these strategies in their classrooms.



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