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...report Inquiry and the National Education Standards, an elementary science classroom should consist of learners who are engaged in "scientific processes," in which the students ask "real-world questions and seek real-world solutions" (Krantz and Barrow, 2003, p. 29). In accordance with this philosophy, Krantz and Barrow (2003) propose a series of science activities that integrate a specific content learning area in accordance with National Education Science Standards.
The following examination of this learning activity applies three theoretical perspectives to its context. Specifically, the theoretical approaches explored are content area learning, motivational theory and self-regulation theory. Examination of related science activities, all having to do with the topic area of bats, within this framework demonstrates how each perspective addresses a different area of learning. Collectively, however, this examination also shows how each theoretical perspective contributes to creating a rich science environment, in which educators can spend time teaching science content without allowing it to detract from time spent on other disciplines, which is a structure ideally aligned...