ABSTRACT
In the preceding chapter we examined three approaches to science teaching. Each approach originated in response to a perceived challenge within science education. Th e discovery approach
provided students with activity-centered lessons, inquiry-based teaching allowed students to participate in the thoughts and actions of science, and conceptual change instruction took its cues from the need to ensure that teaching is actually contributing to students’ learning of science concepts. However, it is our view that none of these options provides suffi cient detail about how a teacher would actually implement any of these approaches in an elementary or middle school classroom as a central aspect of science instruction. Of even more importance in our view, however, is that none of the approaches pays particular attention to student diversity. Our aim within this chapter is to provide a model of science teaching that resolves these problems.
