Fostering Authentic Science Writing through Shared Inquiry

Two fifth-grade teachers, a school librarian, and a university professor report about the surprising emotional, social, and intellectual maturity that middle level learners displayed when they joined together in grappling with difficult science-related topics. Through a shared inquiry and dialogic process, the collaborating teachers tapped into the students' desire to interact with peers while focusing on a task they deemed important. In following learners through a shared inquiry process, the collaborators learned much about how students can write meaningfully about a complex science problem, and by extension, about many problems that confront the contemporary world.