Modeling Scientific Inquiry to Guide Students in the Practices of Science: The ED³U Teaching Model of Conceptual Change in Action

Abstract

In this chapter, we discuss ways to create optimal conditions that enable K-12 learners to experience and practice science by engaging in inquiry as an essential practice in EcoVoices, an urban environmental education program based in Los Angeles. We do this through the synergistic contributions of McComas, a science education theorist who developed the ED³U instructional model; and Shope, a science education innovator who has applied, modified, and validated the model in real-world learning settings. The essential premise behind this shared work is that the more opportunity students have to practice doing science, the more authentic their science learning experience will be. And inquiry, as a science process, is one of the most important elements in the practice of science.

Citation

Shope, R.E. and McComas, W.F. (2015), "Modeling Scientific Inquiry to Guide Students in the Practices of Science: The ED³U Teaching Model of Conceptual Change in Action", Inquiry-Based Learning for Science, Technology, Engineering, and Math (Stem) Programs: A Conceptual and Practical Resource for Educators (Innovations in Higher Education Teaching and Learning, Vol. 4), Emerald Group Publishing Limited, Leeds, pp. 217-240. https://doi.org/10.1108/S2055-364120150000004013