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The purpose of this study is to examine the effect of two strategies for negotiating the question for exploration during science inquiry on student achievement and teachers' perceptions. JavaScript is currently disabled, this site works much better if you enable JavaScript in your browser. The first strategy (small group) consisted of each group of four students negotiating a question for inquiry with the teacher while the second strategy (whole class) consisted of the entire class negotiating a single question for inquiry with the teacher.
A quasi-experimental repeated measures design was used to determine the effect of strategy on student achievement and semi-structured teacher interviews were used to probe the question of teacher perceptions of the two strategies.
Teacher observations were conducted using the Reformed Teaching Observation Protocol (RTOP) to check for variation in implementation of the two strategies.
No statistically significant differences were found among students in the two treatment groups on the ITBSS or unit exams.


RTOP observations suggest that teacher implementation was consistent across the two treatment strategies. Teachers disclosed personal preferences for the two strategies, indicating the whole class treatment was easier to manage (at least at the beginning of the school year) as students gained experience with science inquiry and the associated increased responsibility. Possible mechanisms linking the two strategies, negotiated questions, and student outcomes are discussed.
Factors influencing the implementation of the science writing heuristic in two elementary science classrooms. Language in the science classroom: Academic social languages as the heart of school-based literacy.
Using the science writing heuristicas a tool for learning from laboratory investigations in secondary science.


Learning, creating, and using knowledge: Concept maps as facilitative tools in schools and corporations. Using the science writing heuristic in the general chemistry laboratory to improve students’ academic performance.
Supporting autonomy in the classroom: ways teachers encourage student decision making and ownership. Acquiring the social language of science: Building science language identities through inquiry-based investigations.



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