ABSTRACT
In this chapter, the author uses examples from her own experience, episodes from her classroom, information from research, and metaphor as she offers ten guiding principles that are intended to allay teachers’ fears, offer advice, and instill a sense of excitement for teaching inquiry science. A study commissioned by WestEd and conducted by the Lawrence Hall of Science at the University of California-Berkeley in 2010 found that, although almost 90 percent of teachers felt very prepared to teach English language arts and mathematics, only about one-third felt very prepared to teach science. Unfortunately, in school, there is so much content to be covered that we often spend less time encouraging kids to continue being scientists and more time filling them up with information. The kids used what they already knew, and sometimes they tried an experiment they thought might answer one of their questions.
