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.
© 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/)
Sterling, D. R.
"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:
1, Article 9.
Available at: https://scholarscompass.vcu.edu/jmsce_vamsc/vol13/iss1/9