Now consider your own teaching experience to help you think about
using and balancing inquiry-based curricula in your own teaching of evolution.
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How do you balance more open-ended approaches with
teacher-directed ones? |
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How would you choose the best evolution content to teach
through inquiry? |
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| • |
What evolution concepts would be most difficult to teach
through inquiry? |
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| • |
What is the role of inquiry in teaching for
understanding? |
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| • |
Why should teachers use a variety of approaches when
teaching evolution? |
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Think about a noninquiry activity you use to teach
evolution and how you could transform it into an inquiry-based activity, using the five
essential features on the continuum as a guide. |
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(Some of these questions are from
WGBH Educational Programming, Teaching High School Science [Boston, 2000], p. 19.) |
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Summarize your thoughts.
