Look at Us Now!

Chapter 13: Impact of Instruction Through Scientific Inquiry Using the RIP® Model

by Robert E. Landsman

chapter-13-lgWhen adjustments are made that enable the More Emphasis conditions described in Chapters 2 through 12 to be met, the use of scientific inquiry as a teaching and learning tool can be successfully achieved. This final chapter summarizes and discusses the evidence presented in the book. It serves as a brief overall summary and conclusion using all of the chapters and their supporting data as evidence for the success realized by both students and teachers. This chapter also discusses the impact of exposure to this scientific inquiry-based critical thinking model experienced beyond school, such as that described by former RIP student, Tap Dancer and choreographer Andrew Nemr: “…this critical thinking model has afforded me a process that is not confined to a particular tradition or culture, but rather that grants the freedom to use whatever techniques, tools, or methodologies available to reach the stated goal—in this case affecting an audience through storytelling.”



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Watch the Video

View video featuring Chapter 4 author Wendy Gonsalves’s third grade students reflecting on their use of the RIP® to learn science and other standards-based content.