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Should professional development include analyzing and coaching ways of speaking during inquiry-based science instruction in elementary classrooms?

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Abstract

In this commentary, I first consider what Oliveira defines inquiry-based science instruction to be. Next I discuss what the discourse practices are that he is advocating. Then I examine what he presents as evidence of changes in two teachers’ discourse practices due to a summer institute and how their pragmatic awareness seems to have been enhanced through institute activities. Finally I ponder whether, when, how, and why professional development should include a focus on ways of speaking during inquiry-based science instruction.

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Authors and Affiliations

  1. Department of Science and Mathematics Education, College of Science, Oregon State University, Corvallis, OR, 97331, USA

    Emily H. van Zee

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  1. Emily H. van Zee
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Correspondence to Emily H. van Zee.

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van Zee, E.H. Should professional development include analyzing and coaching ways of speaking during inquiry-based science instruction in elementary classrooms?. Cult Stud of Sci Educ 4, 847–854 (2009). https://doi.org/10.1007/s11422-009-9220-7

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  • DOI: https://doi.org/10.1007/s11422-009-9220-7

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