Within science education, teaching Scientific Inquiry to students has gained both traction and prominence.  Teachers are increasingly being called to teach students not only science content, but how to take the concepts of the scientific method and put them into action; to think and to act like scientists. As Karin Borgh pointed out in last month’s blog, teachers invariably run up against the limitations of time and resources as they strive to get their students to enact science.  When a teacher brings students to the BTC Institute, they gain access to some of those resources and, on a field trip-basis, a little bit more of that luxury of time.  Continue reading “Modeling Scientific Inquiry”