Internet Tools for Facilitating Inquiry
Christopher J. Moore, St. Mary Middle School, United States ; Richard Huber, University of North Carolina Wilmington, United States
CITE Journal Volume 1, Number 4, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Although the science education community values inquiry-based science instruction, the goal remains illusive. In the absence of significant changes designed to provide teachers with better support for inquiry teaching, true inquiry-based instruction is probably not a realistic option for many science teachers (National Research Council [NRC], 1996), especially novice teachers (Crawford, 1999; Huber & Moore, 2001a; NRC, 1996; Wong, 1998; Wong & Wong, 1998). Viable support for inquiry teaching can come in many forms, all of which are aptly dubbed as pathways to reform by the National Science Education Standards (NRC, 1996). The reforms called for in the Standards focus on the changes required to ensure excellent inquiry-based K-12 science instruction for all students. Viable pathways to such reforms include a variety of options ranging from content-based plans (e.g., Crawford, 1998; Matthews, 1998), to general process-oriented strategies (Greene, 1998; Huber & Moore, 2001a; Liem, 1987).
Moore, C.J. & Huber, R. (2001). Internet Tools for Facilitating Inquiry. Contemporary Issues in Technology and Teacher Education, 1(4), 451-464. Norfolk, VA: Society for Information Technology & Teacher Education.
© 2001 Society for Information Technology & Teacher Education
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