Abstract
Inquiry in the scientific community involves a combination of first-hand investigation of the physical world and learning from the work of others (second-hand), which is primarily text-based. Our approach to science instruction (Guided Inquiry supporting Multiple Literacies) features an interplay of first- and second-hand experiences via multiple cycles of investigation in multiple contexts, which provide students with opportunities to use and develop ideas and ways of reasoning iteratively. This poster presents cases of GIsML instruction in 2(nd) and 4(th) grade classroom (studying light motion and light respectively) in which we trace - through the study of classroom discourse, student assessments, and artifacts - the development of conceptual understanding and scientific reasoning, including the ability to: a) conduct fair and reliable tests, b) observe specific aspects of the world to determine relationships among the parts, c) represent findings as knowledge claims, and d) evaluate the adequacy of knowledge claims based on the strength of the evidence supporting them. Results show: a) the role of multiple cycles of first- and second- hand investigations in supporting the deepening and refinement of knowledge, and b) the power of employing scientific reasoning in the service of building conceptual understanding.