Nature Education and Teacher Inquiry

I n chapter , stephanie sisk-hilton has outlined the basic kinds of scientifi c and nature processes and concepts that are important for children to learn, and emphasized the value of using an inquiry-based learning model for children’s nature learning. In this chapter, I add the additional layer of teachers’ own ideas and strategies for taking an inquiry stance toward nature teaching. In this process, teachers take on the parallel process of observing their children, refl ecting on the children’s nature learning, and adapting their instruction in light of their inquiry observations and ideas.