She suggests that the ability to reason competently depends upon the depth of
children’s knowledge. Such knowledge includes not only conceptual understanding
of the domain but also knowledge of the enterprise of empirical
inquiry, of methodologies specific to a domain, of ways to represent and analyze
data, and of the use of tools such as binoculars, thermometers, and computers.
This author then describes a project to help young children build knowledge
that will empower their independent inquiry in biology. She provides
examples of a curriculum module in animal behavior, children’s reflections
upon their inquiries, and teachers’ perspectives on the value and challenges of
this approach.
She suggests that the ability to reason competently depends upon the depth ofchildren’s knowledge. Such knowledge includes not only conceptual understandingof the domain but also knowledge of the enterprise of empiricalinquiry, of methodologies specific to a domain, of ways to represent and analyzedata, and of the use of tools such as binoculars, thermometers, and computers.This author then describes a project to help young children build knowledgethat will empower their independent inquiry in biology. She providesexamples of a curriculum module in animal behavior, children’s reflectionsupon their inquiries, and teachers’ perspectives on the value and challenges ofthis approach.
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