Supported inquiry science: Teaching for conceptual change in urban and suburban science classrooms

Science education professionals generally agree that hands-on, inquiry-based science potentially benefits all students, yet there are few specific guidelines for helping students with learning disabilities (LD) achieve success in general education science classrooms. This study compared the effects of two approaches to hands-on science—supported inquiry science (SIS) and activity-based science— in six urban and two suburban fourth-grade general education classrooms. Participants included 172 students, 33 of whom had learning disabilities. The study found that students with and without LD demonstrated greater concept learning in the SIS classrooms, which focused on eliciting and reworking students ' misconceptions and co-constructing knowledge under the guidance of a teacher-coach. R ecent reforms in science edu-cation reflect the view that children learn science best by actually doing science: asking ques-tions, designing experiments, observ-ing, predicting, manipulating mate-rials, keeping records, and learning from mistakes (Bredderman, 1983