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Abstract

Statements of outcomes for 21st century learners typically include inquiry-based learning as a major goal. In the PRISM Project, 62 elementary teachers in Montana were selected to receive professional development using inquiry science instruction in their classrooms. Participants attended workshops designed to model inquiry lessons, participated in online discussions to help them make their lessons more inquiry-based, and prepared Scoop notebooks containing three lessons demonstrating how they were implementing inquiry in their classrooms. Based on analysis of these data, participants were judged to have met the goal of the project to increase their use of inquiry in the science classroom.

DOI

10.15760/nwjte.2012.9.2.10

Persistent Identifier

http://archives.pdx.edu/ds/psu/25313

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