Abstract
This article describes the rationale for an enhanced inquiry approach to science education that authentically integrates content knowledge and application skills in a middle school science curriculum. Such pedagogy ensures students’ attainment of national and state standards for learning science and multiple literacies (e.g. language arts and technology) recognized as tools for science achievement; it also provides developmentally appropriate instruction aligned with characteristics of young adolescent learners. Two projects are described; in both, students research, experiment, construct, create, compose, and report, integrating multiple complex skills in ways that simulate real world science investigation. Results demonstrate that students recognize their work as relevant and take responsibility for quality and outcomes.
Recommended Citation
Shea, M., & Shea, B. (2013). Project Learning in Science: 6th Graders’ Scientific Investigations. Journal of Inquiry and Action in Education, 5 (2). Retrieved from https://digitalcommons.buffalostate.edu/jiae/vol5/iss2/4
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