The Teaching of Inquiry-based Science in Elementary Classrooms: A Bi-national Comparative Reflection of US and Lithuanian Practices

Bobbi Hansen, Sandy Buczynski

Abstract


This paper offers a comparative reflection on how two nations, the U.S. and Lithuania, are implementing inquiry-based science in elementary classrooms. The qualitative study explored how fourth grade teachers in Southern California and in Lithuania employed effective inquiry-based strategies in their classrooms. A teacher’s use of questioning strategies to guide critical thinking and the role of inquiry-based pedagogy plays in promoting student engagement were commonalities in both countries. “Exercise moments”, resource conservation, and “voyeuristic investigations” were noted in Lithuanian inquiry practices while pacing guides and standards coverage were prevalent issues in US inquiry practices.


Full Text: PDF DOI: 10.5430/ijhe.v2n3p41

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.

International Journal of Higher Education
ISSN 1927-6044 (Print)   ISSN 1927-6052 (Online)

Copyright © Sciedu Press

To make sure that you can receive messages from us, please add the 'Sciedu.ca' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.