Some further thinking about "inquiry" development

• make observations, tell stories about them - preK-K?
• distinguishing observations/stories - 2nd grade?
• multiple stories for given observations - 4th grade?
• selecting observations/stories to maximize questions - 5-6th grade?
• reasoned discussion about choices of stories - 6th grade?
• holding different stories in mind at the same time - middle school?

Issues

At what point and in what context is it "useful" ("natural") for kids to distinguish observations from stories? to ask them to describe distinctly the observations that give rise to their stories?

• 2nd grade - lots of answers to "why don't birds come out of their nest"
• "personification story" vs "scientific story"
• to be able to make predictions? as opposed to having satisfying sense of understanding? enjoying imagination? feeling sense of power/control?
• is there a risk of dishonoring/threatening story telling abilities?
• a risk of distracting attention from exploration of "interpersonal"? relation of "personal" and "scientific" journals?
• benefits of "careful looking" include new discoveries (egg exercise)
• can "ground in stories" and use them to encourage making distinction
• needn't inhibit, may even encourage, personal story telling
• want to avoid setting up stories vs "truth", keep students in fluid observe/interpret/story tell/observe etc cycle

Go on to ....

• themes
• content specification/integration to facilitate inquiry skill enhancement

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