Collaborative Inquiry in Science, Math, and Technology

Both the National Academy of Science and the NCTM Standards recognize that successful scientific inquiry and mathematical problem solving require that students be critical and creative thinkers. Adams and Hamm believe that the best way to achieve these results is by integrating math, science, and technology in a cooperative learning environment. Their new book shows elementary teachers how.

Collaborative Inquiry in Science, Math, and Technology offers a pedagogically sound vision of elementary classrooms in which students are encouraged to work together to construct meaning without the constraints of rigid subject matter. That vision is supported throughout by numerous inquiry-based, thematic activities specifically designed to promote reflective thinking.

To make learning meaningful to children requires connecting the curriculum to questions they have about the natural world. Children learn best when they build knowledge from their own experiences. To that end, the authors have carefully chosen activities that focus on everyday phenomena and that highlight the many connections among science, math, technology, and the real world. The authors also provide guidance for fostering genuine collaboration in which students pool their thinking, giving and receiving help in a learning environment where it is safe to make mistakes.

Preservice and inservice teachers as well as teacher educators will find that Collaborative Inquiry in Science, Math, and Technology not only enhances their understanding of how children learn best, but also provides them with practical support for designing lessons that capitalize on that understanding.

MARY HAMM has coauthored, often with Dennis Adams, many articles and books on science and mathematics education. A veteran elementary and middle school teacher, she is now a professor of elementary education at San Francisco State University.DENNIS ADAMS, a former Fulbright Scholar, currently teaches at Montclair State University. He has taught extensively at the elementary and middle school levels and has authored or coauthored more than a dozen books and more than 100 articles on topics such as cooperative learning, educational technology, and media literacy.