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Supported Inquiry Science

Teaching for Conceptual Change in Urban and Suburban Science Classrooms

Bridget Dalton, EdD, is an assistant professor in the Department of Teacher Education and Public Service at the University of Guam. She is interested in children's literacy development and teaching in culturally diverse classrooms.

Catherine Cobb Morocco

Catherine Cobb Morocco, EdD, is associate director of the Center for Family, Schools and Community at the Education Development Center in Newton, Massachusetts. She had directed several OSEP-funded projects on enhancing the learning of students with and without learning disabilities in general education settings. Address: Catherine Cobb Morocco, Education Development Center, Inc., 55 Chapel St., Newton, MA 02158; e-mail: cmorocco@edc.org

Terrence Tivnan

Terrence Tivnan, is a lecturer on education in the Department of Human Development and Psychology at Harvard Graduate School of Education. He is interested in improving methods for studying cognitive skills in elementary school children.

Penelope L. Rawson Mead

Penelope L. Rawson Mead, EdD, is an assistant professor at Benedictine University in Lisle, Illinois. Her research interests focus on the language and literacy development of students with learning disabilities.

Science education professionals generally agree that hands-on, inquiry-based science potentially benefits all students, yet there are few specific guidelines for helping students with learning disabilities (LD) achieve success in general education science classrooms. This study compared the effects of two approaches to hands-on science–-supported inquiry science (SIS) and activity-based science–-in six urban and two suburban fourth-grade general education classrooms. Participants included 172 students, 33 of whom had learning disabilities. The study found that students with and without LD demonstrated greater concept learning in the SIS classrooms, which focused on eliciting and reworking students' misconceptions and co-constructing knowledge under the guidance of a teachercoach.

Journal of Learning Disabilities, Vol. 30, No. 6, 670-684 (1997)
DOI: 10.1177/002221949703000611


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