TY - JOUR
AU - Soloway, Elliot
AB - Inquiry in Project-Based Science Classrooms: Initial Atkmpts by Middle School Students Joseph Krajcik, Phyllis C. Blumenfeld, Ronald W. Marx, Kristin M. Bass, and Jennifer Fredricks School 4fEducation UnEwrsiry of Michigem Pddfic maic of qutstians gsnaarcdaod to sys(amatically WW and analyze dada and draw conclueionr. Teachm srucuiw sad quashooing WMC cmcd in encour- fcahrrc inquiry as essential for student leamini: Tbcm approgchcs assume that students need opponuniticsrofind solutions tod problems by asking and &ng level of questions students asked dependad on their prior kaowledge. Moreover, collaboration was hani to establish. Initially, although supported by leeboology that taught by the rescamhen W, 1995; Roth & P.oYchoPdh~, 1993). Although these studies have bagl useful for establishing the benefits of inquiry Learniag, thcy nccdto be supplemented with wrnrniaations ofthepotential of inquiry in themugh Pigure i (the~vestigation ~cb)&pim five- of inquiry we exsmincd ?he web contigumlion shows lhat, conrmry to the stcpw~ scientific method might in traditional classrooms, inquiry ia not alincar pmctss; asp@& of inquiry interact in llis study WP~ wnduGtcd in two se.vuth-@ sciGnce d~psr(am taught by two teachers m m independent gchQal in a .wd uh wmmrmi@. One teadm had 5 teaellbig ondential8.. 'Pbt aQ~e tosehet had 21 ycs~ experieme, had 
TI - Inquiry in Project-Based Science Classrooms: Initial Attempts by Middle School Students
JF - Journal of the Learning Sciences
DO - 10.1080/10508406.1998.9672057
DA - 1998-07-01
UR - https://www.deepdyve.com/lp/taylor-francis/inquiry-in-project-based-science-classrooms-initial-attempts-by-middle-9OivRPSI8o
SP - 313
EP - 350
VL - 7
IS - 3-4
DP - DeepDyve
ER -