The author wishes to thank Ms. Mary Way, Department Head, Anderson High School, Cincinnati, OH, for her patience, diligence, and inspiration throughout the research project, as well as Dr. Robert J. Yinger, Dean of Education, Baylor University, for his wisdom, insight, and mentoring.
The Role of Teacher Stance When Infusing Inquiry Questioning Into Middle School Science Classrooms
Article first published online: 17 MAR 2010
2001 School Science and Mathematics Association
School Science and Mathematics
Volume 101, Issue 3, pages 143–153, March 2001
How to Cite
MacKenzie, A. H. (2001), The Role of Teacher Stance When Infusing Inquiry Questioning Into Middle School Science Classrooms. School Science and Mathematics, 101: 143–153. doi: 10.1111/j.1949-8594.2001.tb18017.x
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- Issue published online: 17 MAR 2010
- Article first published online: 17 MAR 2010
The purpose of this study was to describe how a teacher's stance of wonder, curiosity, and exploration during the use of hypothetical inquiry situations served as a way for the teacher to address her goals for students to be more vocal members of the learning community; to encourage critical and creative thinking in the students; to provide them with meaningful, context-rich opportunities for synthesizing personal past experience with ongoing classroom instruction; to enhance socialization skills in the middle school environment; and to provide an improvisational atmosphere for both learning and teaching.