ABSTRACT
Th e purpose of this chapter is to guide future teachers of science to think beyond purely activitybased lessons. To assist us, we return to the essential features of inquiry-based teaching. Having students participate in hands-on science activities is several steps above simply reading a textbook. But oft en hands-on activities, although appealing, fall far short of genuine science learning. So much more is possible in terms of developing students’ scientifi c literacy if the teacher knows how to transform interesting activities into quality learning experiences. Th is requires the gradual but deliberate transfer of control from the teacher to the students.
