Speaking and Listening in Inquiry Stage Four
In this final stage, class discussions reflect the most reasonable synthesis of data and conclusions drawn from individual and group experience. Students discuss results and debate findings. As students consolidate their knowledge, they find multiple ways to express their understanding. Their conclusions are formalized in a final presentation that is clear and honed.
Resources for Speaking and Listening in Inquiry Stage Four
Nurturing Inquiry: Real Science for the Elementary Classroom by
Charles R. Pearce. Portsmouth NH: Heinemann, 1999.
This book provides an inspiring look at how inquiry science is integrated
into the classroom. With sections on preparing for inquiry, sustaining
students’ interest, and assessing inquiry, the author shares his
experiences as an upper elementary school teacher. Chapter 9, “The
Kids Inquiry Conference,” presents this model of sharing from the
inventor himself, Charles Pearce. The author discusses how he developed
the idea, his goals for what it might accomplish, and his guidelines for
how and in what form presentations should be made. Teachers looking for
ways to encourage children in the oral reporting and sharing of inquiry
science will find this chapter interesting. In it, the author addresses
the important goals of speaking and listening in Inquiry Stage Four.
Beyond the
Science Kit edited by Wendy Saul and Jeanne Reardon. Portsmouth,
NH: Heinemann, 1996.
This book encourages teachers to go beyond what science kits traditionally
offer to expand the opportunities for real scientific inquiry. The essays
in this book, written by teachers, demonstrate different ways that teachers
have adapted and personalized the kits to encourage their students to
observe and record more carefully, to control experiments more rigorously,
and to more deeply revise their thinking. In Chapter 13, called “The
Kids’ Inquiry Conference: Not Just Another Science Fair,”
Barbara Bourne describes how she conducted an “inquiry conference”
where her student scientists shared the highlights and results of their
investigations with their peers. Later, these same students contributed
as audience members, listening to stories of other students’ research.
This model of how to engage children in sharing, listening, questioning,
observing, and doing science is an excellent example of the role of speaking
and listening in Inquiry Stage Four.
