Should professional development include analyzing and coaching ways of speaking during inquiry-based science instruction in elementary classrooms?
by Zee, Emily H.
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.
DOI: 10.1007/s11422-009-9220-7
Online Date: 7/14/2009
View article on SpringerLink
