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The article "Preparing for Successful Inquiry in Inclusive Science Classrooms" by Maroney, Finson, and Beaver (2003) describes a professional development project that introduced general education teachers along with a science teacher from the same school to using science inquiry in inclusive classrooms. The project was divided into a series of courses that teachers attended which focused on building teachers’ skills in teaching science through inquiry and ensuring inquiry activities were designed to set up all students for success. To complete the project, teachers designed a handbook featuring information, procedures, and activity recommendations for teachers implementing science inquiry in inclusive classrooms. The article summarizes some suggestions and pertinent information for successful scientific inquiry in inclusive classrooms and a very useful tool, the SRSI form.
Maroney, Finson, & Beaver (2003) share how to prepare to teach science inquiry if new to the process by:
Observing a teacher that teaches scientific inquiry
Following-up observation with discussion and reflection
Reflecting on and engaging in experimentation of inquiry activities
Building personal inquiry skills by investigating a topic of interest
While in the inquiry process, documenting expected and unexpected events (observations, roadblocks, etc.)
These steps are demonstrated through the explanation of an inquiry project on “Mystery Powder” in the article.
Maroney, Finson, & Beaver(2003) describe the importance of preparing the classroom environment for scientific inquiry by teaching social-emotional skills that allow students to share their ideas comfortably. Some of the ways to do this include:
Beginning the school year with SEL
Guiding students toward answers without providing answers
Responding supportively toward ideas even if they are incorrect. For instance, a teacher can say, “That’s one idea! Does anyone have any other ideas.” etc.
Encouraging risk-taking and self-evaluating
Encouraging social interaction so students can share and compare ideas, defend with evidence, and come to a conclusion themselves without the teacher answering the questions
Motivating students to make value judgments and not interfering or evaluating the quality of an idea -let students do this.
Teachers can also prepare the physical environment which includes setting aside time and materials needed to engage in the inquiry process. This can be done, according to Maroney, Finson, & Beaver (2003), through the following :
Conducting the inquiry activity themselves to make sure they prepare all materials needed
Considering needs of students who for instance may have challenges with manipulating materials and providing them time to practice with the materials or materials of less complexity
Providing clear instructions for students
All materials needed for inquiry should be set up prior to activity. Color-coding and labeling materials can allow for more time to engage in inquiry.
Use of accommodations such as calculators, dictionaries, assistive technology etc. should be considered
Safety needs to be considered -explicitly teach classroom traffic, how to manipulate materials, how to store materials and transport them
Managing time by providing a detailed schedule of activity
Share the timetable before an activity, post-it so students can refer back to it, and provide a visual timer
Provide students with ample workspace and consider students who may need specialized workspaces
Reduce or increase lighting to support students
Reduce noise and classroom traffic to minimize distraction
Teachers can prepare students for inquiry by:
Assessing students' skills and skills needed for the activity -you can use a checklist for Skills Required for Success in Inquiry (SRSI) attached for assessment.
Preparing for accommodation or additional instruction by using the SRSI to evaluate students’ individual needs
Ensuring there is support for students that need it to follow instructions and think before acting (a volunteer or peer support)
Using the SRSI to evaluate student progress over time and to plan easily for future inquiry activities
Reference:
Maroney, S. A., Finson, K. D., & Beaver, J. B. (2003). Preparing for Successful Inquiry in Inclusive Science Classrooms. Teaching Exceptional Children, 36(1), 18–25.
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