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.
