| Abstract: | In this case study, an “interpretive collaborative” methodology is applied. The experiences of two elementary teacher-researchers are described, as they explore science teaching and learning in their two nongraded primary classrooms through the process of complex instruction. This study involves three strands: the theoretical base of complex instruction, the on-going collaboration between two experienced teachers, and the Science Teaching Standards in relation to complex instruction. Findings suggest that, because the teacher's role in conducting complex instruction activities is multifaceted and complex, successful implementation of complex instruction and the National Science Education Standards required ongoing collaboration and support among teachers. The teacher-researchers reported that it was their collegial relationship that encouraged them to explore, prepare, and implement inquiry activities or tasks for their students. |
