Nancy Butler Songer|Hee?Sun Lee|Rosalind Kam
Technology?rich inquiry science in urban classrooms: What are the barriers to inquiry pedagogy?*
University of Michigan–Ann Arbor|University of Michigan–Ann Arbor|University of Michigan–Ann Arbor
abstract barriers technologyrich inquiry pedagogy urban science classrooms kinds programs support structures allow barriers overcome research pedagogical practices within urban classrooms suggests result many constraints many urban teachers practices emphasize directive controlling teaching pedagogy poverty haberman 1991 rather facilitation students ownership control learning advocated inquiry science balance research programs advocate standardsbased inquiry teaching pedagogies demonstrate strong learning outcomes urban students study tracked classroom research technologyrich inquiry weather program six urban science teachers teachers implemented program coordination districtwide middle school science reform results indicated despite many challenges first year implementation students 19 classrooms program demonstrated significant content inquiry gains addition case study data comprised twiceweekly classroom observations interviews six teachers suggest support structures conducive challenging inquiry pedagogy work extended previous studies urban science pedagogy practices begun articulate role technological component plays either contributing challenges experienced helping urban science classrooms realize inquiry science positive learning values although data outline results first year systemic reform suggest begin build evidence role technologyrich inquiry programs combating pedagogy poverty urban science classrooms 2002 john wiley amp sons inc j res sci teach 39 128150 2002