Harris, C. J., & Rooks, D. L. (2010). Managing inquiry-based science: Challenges in enacting complex science instruction in K-8 classrooms. Journal of Science Teacher Education, 21(2), 227-240.
Effectively enacting inquiry-based science instruction entails considerable changes in classroom management practices. In this article, we describe five interconnected management areas that need to be addressed when managing an inquiry-oriented K-8 science classroom. We introduce a pyramid model as a framework for thinking about these management areas and present a brief review of what the research literature says about each area. We propose that enacting inquiry-based instruction requires a different kind of approach to classroom management that takes into account the close-knit relationship between management and instruction. This perspective recognizes the pervasive nature of managing the classroom for inquiry learning.