Chapter 8: Magnifying Student Wonder Through Scientific Inquiry
An upper elementary class made up of 100% disadvantaged and 56% ELL students just showed no interest in learning. Both students and teacher had lost that sense of inquisitiveness that grows from interest and curiosity. Then something clicked!
"Learning to teach through scientific inquiry was like my first year of teaching all over again. The apprehension! The anxiety! The challenge! The excitement! What to do? How to start?"
"All my years of teaching and now I was changing my approach with this new model that rejuvenated me - the RIP® [Research Investigation Process]. Energized with new ideas, my creative ability to make learning fun for the students as well as myself returned."
"This is my story of how even with this challenging class, I got back the joy of teaching in a system that is filled with high-stakes assessments and demanding NCLB requirements. I will share my journey toward finding my purpose again through the lessons I taught and insights I learned using scientific inquiry as my primary method of teaching."
Read the Foreword
Enter your name and e-mail address below for immediate access to read the complete Foreword, written by Dr. Robert E. Yager, in its entirety.
Watch the Video
View video featuring Chapter 4 author Wendy Gonsalves’s third grade students reflecting on their use of the RIP® to learn science and other standards-based content.
