How Does Leadership Matter? Developing and Teaching a Definition of Hands-On Science, a Prerequisite for Effective Inquiry Teaching

Authors

D. R. Sterling, George Mason University

Publication Date

2013

Abstract

This descriptive case study describes leadership skills and planning for setting clear directions by program leaders for a statewide professional development initiative to extend improvement in science teaching and learning. For science teachers and leaders in Virginia, a critical part of setting clear goals that everyone can understand is defining key science terms. One of the four key terms, "hands-on science," is defined here. Materials to develop teachers' understanding of the term for effective implementation of classroom inquiry activities are shared, along with a rubric for evaluation by and for teachers. Understanding of the term "hands-on science" is necessary before inquiry-based science teaching can be fully implemented. Authentic science materials, when safe, are necessary for doing authentic, inquiry-based science teaching in a way similar to how a scientist investigates science.

Volume

13

Issue

1

First Page

79

Last Page

92

Rights

© Virginia Mathematics and Science Coalition, licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0) (https://creativecommons.org/licenses/by/4.0/)

DOI

https://doi.org/10.25891/NYC5-Q127

Recommended Citation

Sterling, D. R. (2013) "How Does Leadership Matter? Developing and Teaching a Definition of Hands-On Science, a Prerequisite for Effective Inquiry Teaching," Journal of Mathematics and Science: Collaborative Explorations: Vol. 13: No. 1, Article 9.
Available at: https://scholarscompass.vcu.edu/jmsce_vamsc/vol13/iss1/9