envision（18页）.doc

ENVISION: Learning Environmental Science and Learning to Teach through Inquiry Daniel P. Shepardson1, Jon Harbor2, Cheryl Bell1, Jason Meyer3, Ted Leuenberger4 Hope Klagges2, and Wilella Burgess2 Purdue University West Lafayette, IN 47907-1442 1Department of Curriculum and Instruction 2Department of Earth and Atmospheric Science 3Department of Forestry and Natural Resources 4Benton Central Community Schools November 2000 ENVISION is supported by the National Science Foundation (Award number 9819439-ESI). The opinions, findings, and conclusions or recommendations expressed in this article are those of the authors and do not necessarily reflect the views of the National Science Foundation. This manuscript was completed while Harbor was supported by the New Zealand – United States Educational Foundation as a Fulbright Senior Scholar. Running Head: ENVISION ENVISION: Learning Environmental Science and Learning to Teach through Inquiry The National Science Education Standards (National Research Council [NRC], 1996) for professional development stress that an effective way for teachers to learn science is through inquiry, by conducting investigations of phenomena and issues and utilizing technology and scientific literature to enhance their scientific understandings. The ENVISION project, funded by the National Science Foundation (Award number 9819439-ESI), implements this professional development approach by engaging teachers in learning science through investigating local environmental issues, and at the same time model appropriate techniques for teaching children. A major component of ENVISION is a residential summer program during which teams of teachers design and conduct their own local environmental research. Thus, teachers learn science and learn to teach science as inquiry through inquiry. Through this process teachers as learners construct their own understanding of inquiry and what it means in their classroom. Teacher