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1.
Just as scientific knowledge is constructed using distinct modes of inquiry (e.g. experimental or historical), arguments constructed during science instruction may vary depending on the mode of inquiry underlying the topic. The purpose of this study was to examine whether and how secondary science teachers construct scientific arguments during instruction differently for topics that rely on experimental or historical modes of inquiry. Four experienced high-school science teachers were observed daily during instructional units for both experimental and historical science topics. The main data sources include classroom observations and teacher interviews. The arguments were analyzed using Toulmin's argumentation pattern revealing specific patterns of arguments in teaching topics relying on these 2 modes of scientific inquiry. The teachers presented arguments to their students that were rather simple in structure but relatively authentic to the 2 different modes. The teachers used far more evidence in teaching topics based on historical inquiry than topics based on experimental inquiry. However, the differences were implicit in their teaching. Furthermore, their arguments did not portray the dynamic nature of science. Very few rebuttals or qualifiers were provided as the teachers were presenting their claims as if the data led straightforward to the claim. Implications for classroom practice and research are discussed. 相似文献
2.
Danielle J. Ford Steve Fifield John Madsen Xiaoyu Qian 《Journal of Science Teacher Education》2013,24(6):1049-1072
We describe the Science Semester, a semester-long course block that integrates three science courses and a science education methods course for elementary teacher education majors, and examine prospective elementary teachers’ developing conceptions about inquiry, science teaching efficacy, and reflections on learning through inquiry. The Science Semester was designed to provide inquiry-oriented and problem-based learning experiences, opportunities to examine socially relevant issues through cross-disciplinary perspectives, and align with content found in elementary curricula and standards. By the end of the semester, prospective elementary teachers moved from naïve to intermediate understandings of inquiry and significantly increased self-efficacy for science teaching as measured on one subscore of the STEBI-B. Reflecting on the semester, prospective teachers understood and appreciated the goals of the course and the PBL format, but struggled with the open-ended and student-directed elements of the course. 相似文献
3.
The present study deals with a school‐based professional development trajectory for secondary science teachers, aiming at scaffolding teachers in open‐inquiry teaching for the topic of water quality. Its design was based on the leading principle of ‘guiding by scaffolding’. Seven experienced teachers participated in institutional meetings and teaching at school. The research focused on designing scaffolding tools, addressing these tools in the meetings, and implementing them in the classroom. The main research data were obtained from meetings, classroom discussions, and observations. The results indicated that the professional development trajectory has promoted teachers’ learning of scaffolding students in open inquiry, especially the ability to know when and how to give students a well‐balanced combination of ‘structure’ for open‐inquiry learning and sufficient ‘space’ for that. The implications for science teacher education are discussed. 相似文献
4.
Although the goal of developing school students’ understanding of nature of science (NOS) has long been advocated, there is still a lack of research that focuses on probing how science teachers, a kind of major stakeholder in NOS instruction, perceive the values of teaching NOS. Through semi-structured interviews, this study investigated the views of 15 Hong Kong in-service senior secondary science teachers about the values of teaching NOS. These values as perceived by the teachers fall into two types. The first type is related to students’ learning of science in the classroom and involves: (i) facilitating the study of subject knowledge, (ii) increasing the interest in learning science, (iii) supporting the conduct of scientific inquiry, (iv) meeting the needs of public examinations, and (v) fulfilling the requirement of learning science. The second type goes beyond learning science and includes (i) developing thinking skills, (ii) cultivating scientific ethics in students, and (iii) supporting the participation in public decisions on socioscientific issues. Although rich relationships were perceived by these teachers between NOS instruction and students’ learning of science, few values were stated from broad social and cultural perspectives. Suggestions are made about developing teachers’ views of the values of teaching NOS so as to influence their intention of teaching it. 相似文献
5.
Recruiting and preparing STEM majors for teaching has become one of the major efforts at improving mathematics and science teacher quality at secondary level. One question is whether STEM majors who have not had the chance to experience active learning in mathematics and science classes as secondary students themselves know what inquiry pedagogy is. Secondly, it is unclear whether those who experienced inquiry in their college introductory discipline courses will be able to utilize the pedagogy in teaching secondary content. We address these questions through studying an undergraduate research methods course designed to improve STEM majors’ capacity for delivering inquiry-based mathematics and science lesson. Analysis of data from pre-and-post course surveys and students’ written research reports including students’ reflection on their inquiry projects suggests that offering future STEM teachers opportunities to conduct inquiry and reflect explicitly on how inquiry can be used to teach secondary content is important and beneficial. 相似文献
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7.
Sandra I. van Aalderen-Smeets Juliette H. Walma van der Molen Erna G. W. C. M. van Hest Cindy Poortman 《International Journal of Science Education》2013,35(2):238-256
ABSTRACTThis study used an experimental, pretest-posttest control group design to investigate whether participation in a large-scale inquiry project would improve primary teachers’ attitudes towards teaching science and towards conducting inquiry. The inquiry project positively affected several elements of teachers’ attitudes. Teachers felt less anxious about teaching science and felt less dependent on contextual factors compared to the control group. With regard to attitude towards conducting inquiry, teachers felt less anxious and more able to conduct an inquiry project. There were no effects on other attitude components, such as self-efficacy beliefs or relevance beliefs, or on self-reported science teaching behaviour. These results indicate that practitioner research may have a partially positive effect on teachers’ attitudes, but that it may not be sufficient to fully change primary teachers’ attitudes and their actual science teaching behaviour. In comparison, a previous study showed that attitude-focused professional development in science education has a more profound impact on primary teachers’ attitudes and science teaching behaviour. In our view, future interventions aiming to stimulate science teaching should combine both approaches, an explicit focus on attitude change together with familiarisation with inquiry, in order to improve primary teachers’ attitudes and classroom practices. 相似文献
8.
This study situated in a Southern resegregated Black middle school involved four Black teachers and two White science educators’ use of photonarratives to envision culturally relevant science pedagogy. Two questions guided the study: (1) What community referents are important for conceptualizing culturally relevant practices in Black science classrooms? and (2) How do teachers’ photonarratives serve to open conversations and notions of culturally relevant science practices? The research methodologically drew upon memory-work, Black feminism, critical theory, visual methodology, and narrative inquiry as “portraiture.” Issues of positionality and identity proved to be central to this work, as three luminaries portray Black teachers’ insights about supports and barriers to teaching and learning science. The community referents identified were associated with church and its oral traditions, inequities of the market place in meeting their basic human needs, and community spaces. 相似文献
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10.
Hsiao-Lin Tuan Chung-Chieh Yu Chi-Chin Chin 《International Journal of Science and Mathematics Education》2017,15(8):1385-1401
The purposes of this study are to report the influences of a mixed delivery professional development [PD] course involving face-to-face classes and the mentoring assisted inquiry-based teaching [MAIT] website that addressed the conceptual change and self-efficacy of high school mathematics and science teachers’ conceptions of inquiry-based teaching. Twenty-five in-service high school science and mathematics teachers participated in a 9 weeks, 4 h per week PD course. Data collection included the pre-post Inquiry Teaching Efficacy Questionnaire [ITEQ], teachers’ reflective journals posted on the MAIT website, teachers’ assignments requested by the course instructor, and follow-up teachers’ interviews. Findings revealed that both mathematics and science teachers’ conceptions of inquiry teaching show significant improvements after the course. The mixed delivery PD course had the same influence on science and mathematics teachers. The authentic video clips and lesson plans provided on the MAIT website and the specific feedback toward teachers’ performance are the main factors that shaped teachers’ inquiry-based teaching conceptions. 相似文献
11.
Judith A. Morrison 《Journal of Science Teacher Education》2013,24(3):573-588
This study was an exploration of the conceptions of inquiry science held by exemplary elementary teachers. The origins of these conceptions were explored in order to establish how best to improve elementary teachers’ understanding and implementation of inquiry science teaching. Four focus group sessions were held as well as classroom observations. Data were also collected through surveys and interviews. The six exemplary teachers in this study held ideas about inquiry as “finding things out” and all described themselves as having been children who explored and experimented with the world around them. The teachers provided information about successful classroom environments and attitudes that they use to achieve strong inquiry science learning. The teachers had a number of recommendations for helping other teachers become inquiry science teachers and suggestions for professional development for teachers are made based on these recommendations. 相似文献
12.
Nadine Bryce Sara E. D. Wilmes Marissa Bellino 《Cultural Studies of Science Education》2016,11(2):235-251
An effective inquiry-oriented science teacher possesses more than the skills of teaching through investigation. They must address philosophies, and ways of interacting as a member of a group of educators who value and practice science through inquiry. Professional development opportunities can support inquiry identity development, but most often they address teaching practices from limited cognitive perspectives, leaving unexplored the shifts in identity that may accompany teachers along their journey in becoming skilled in inquiry-oriented instruction. In this forum article, we envision Victoria Deneroff’s argument that “professional development could be designed to facilitate reflexive transformation of identity within professional learning environments” (2013, p. 33). Instructional coaching, cogenerative dialogues, and online professional communities are discussed as ways to promote inquiry identity formation and collaboration in ways that empower and deepen science teachers’ conversations related to personal and professional efficacy in the service of improved science teaching and learning. 相似文献
13.
This paper reports on the reality of classroom‐based inquiry learning in science, from the perspectives of high school students and their teachers, under a national curriculum attempting to encourage authentic scientific inquiry (as practiced by scientists). A multiple case study approach was taken, utilising qualitative research methods of unobtrusive observation, semi‐structured interviews and document analysis. The findings showed purposeful and focused learning occurring, but students were acquiring a narrow view of scientific inquiry where the thinking was characteristically rote and low‐level. The nature of this learning was strongly influenced by curriculum decisions made by classroom teachers and science departments in response to the assessment requirements of a high stakes national qualification. As a consequence of these decisions, students experienced structured teaching programmes in which they were exposed to programme content that limited the range of methods that scientists use to fair testing and to pedagogies that were substantially didactic in nature. In addition, the use of planning templates and exemplar assessment schedules tended to reduce student learning about experimental design to an exercise in “following the rules” as they engaged in closed rather than open investigations. Thus, the resulting student learning was mechanistic and superficial rather than creative and critical, counter to the aims of the national curriculum policy that is intent on promoting students’ knowledge and capabilities in authentic scientific inquiry. 相似文献
14.
Studies have shown that there is a need for pedagogical content knowledge among science teachers. This study investigates two primary teachers and their objectives in choosing inquiry- and context-based instructional strategies as well as the relation between the choice of instructional strategies and the teachers’ knowledge about of students’ understanding and intended learning outcomes. Content representations created by the teachers and students’ experiences of the enacted teaching served as foundations for the teachers’ reflections during interviews. Data from the interviews were analyzed in terms of the intended, enacted, and experienced purposes of the teaching and, finally, as the relation between intended, enacted, and experienced purposes. Students’ experiences of the teaching were captured through a questionnaire, which was analyzed inductively, using content analysis. The results show that the teachers’ intended teaching objectives were that students would learn about water. During the enacted teaching, it seemed as if the inquiry process was in focus and this was also how many of the students experienced the objectives of the activities. There was a gap between the intended and experienced objectives. Hardly any relation was found between the teachers’ choice of instructional strategies and their knowledge about students’ understanding, with the exception that the teacher who also added drama wanted to support her students’ understanding of the states of water. 相似文献
15.
Mijung Kim Frederick Toralballa Talaue 《International Journal of Science Education》2013,35(2):289-311
A new primary science syllabus with strong inquiry focus has been implemented in Singapore since 2008. In this study, we attempted to understand how teachers experience the emphasis of inquiry-based curriculum under the current educational conditions that is routined and highly teacher fronted. We invited 50 pre-service and 41 in-service teachers to participate in survey questionnaires and narratives, reflective writings, and group discussions related to science inquiry which formed our data corpus. Data analysis in the form of thematic coding was carried out using NVivo8, with over 80% inter-rater coding agreement level. Three key aspects of teachers’ perceptions of science inquiry were revealed: (1) teachers’ responsibilities as facilitators, (2) privileging content knowledge rather than process skills, and (3) pressure of assessment systems in current educational contexts. These understandings bring out conflicts of inquiry teaching between teacher- and student-centredness, content and process, and curriculum and assessment. Based on these teachers’ perceptions and dilemmas of inquiry science teaching, the visions and challenges of inquiry science curriculum change against assessment requirements are discussed. 相似文献
16.
Deborah J. Trumbull Grace Scarano Rick Bonney 《International Journal of Science Education》2013,35(14):1717-1750
In this study we sought to understand factors that shaped teachers’ use of student inquiry projects. We examined, over 3 years, the practices and conceptions of two teachers involved in implementing student inquiry projects. Neither teacher was initially satisfied with her success at supporting student inquiry, but the two had very different responses to difficulties they faced. These responses related strongly to their ideas about how learning should be structured. There was less relation between their stated views about the nature of science and their use of inquiry than was expected. The teacher with espoused views about the nature of science generally in accord with reform documents did not support student inquiry projects that involved actual investigations. The teacher with views on the nature of science less aligned with reform documents worked hard to support student investigations in her classroom. Our findings support the claim that merely learning about the nature of science or about student inquiry may not generate changes in a teacher’s practice. On closer analysis, we found that the two teachers understood aspects of the nature of science from two quite different perspectives, the proximal and the distal. The proximal view of the nature of science was more closely aligned with implementation of actual student investigations. The efforts of these two teachers in implementing inquiry illustrate the dilemmas and challenges they faced as they attempted student inquiry projects. 相似文献
17.
Nicole Tuttle Joan N. Kaderavek Scott Molitor Charlene M. Czerniak Eugenia Johnson-Whitt Debra Bloomquist Winnifred Namatovu Grant Wilson 《Journal of Science Teacher Education》2016,27(7):717-745
This pilot study investigates the impact of a 2-week professional development Summer Institute on PK-3 teachers’ knowledge and practices. This Summer Institute is a component of [program], a large-scale early-childhood science project that aims to transform PK-3 science teaching. The mixed-methods study examined concept maps, lesson plans, and classroom observations to measure possible changes in PK-3 teachers’ science content knowledge and classroom practice from 11 teachers who attended the 2014 Summer Institute. Analysis of the concept maps demonstrated statistically significant growth in teachers’ science content knowledge. Analysis of teachers’ lesson plans demonstrated that the teachers could design high quality science inquiry lessons aligned to the Next Generation Science Standards following the professional development. Finally, examination of teachers’ pre- and post-Summer Institute videotaped inquiry lessons showed evidence that teachers were incorporating new inquiry practices into their teaching, especially regarding classroom discourse. Our results suggest that an immersive inquiry experience is effective at beginning a shift towards reform-aligned science and engineering instruction but that early elementary educators require additional support for full mastery. 相似文献
18.
Jaana Herranen Päivi Kousa Erik Fooladi Maija Aksela 《International Journal of Science Education》2013,35(14):1977-1998
ABSTRACTThe aim of this study is to provide an understanding of context-based inquiry teaching within a humanistic perspective on science education by studying pre-service teachers’ beliefs about inquiry and their implementations of inquiry in their context-based teaching sequences. Therefore, five pre-service teachers enrolled in a university undergraduate course called ‘Inquiry-based chemistry education II’ (5 ECTS) were involved in an empirical case study. The pre-service teachers’ implementations of inquiry were studied from their reports on self-designed context-based inquiry teaching sequences for students age 13–15, and their beliefs by interviewing them after the course. The results indicate that the most frequent aspects of inquiry, which were implemented, were that inquiry (i) includes a context, (ii) is a way to act, (iii) is a way to think, and (iv) includes source/information evaluation and argumentation. The pre-service teachers’ beliefs about inquiry were shown to reflect manifold aspects of inquiry, such as the difficulty in explaining it. However, this difficulty in encapsulating inquiry into a clear-cut definition is not necessarily an impediment to inquiry-based teaching. Furthermore, inquiry is inherently context-bound, and context-based teaching requires extra-situational knowledge from the context and not only declarative knowledge from science. This should be considered to support effective professional development. 相似文献
19.
Using the National Research Council's inquiry continuum framework, we use a multiple-case study research design to investigate the teacher- and student-directedness of elementary preservice teachers’ planned and enacted science lessons and their pedagogical reasoning about science instruction during a semester-long science methods course. Our specific research questions were (1) What ideas do elementary preservice teachers bring to a science teaching methods course about the inquiry continuum? and (2) How do their ideas about the inquiry continuum change over the course of the semester through engaging in planning, enactment, and reflection upon science instruction? Participants’ course artifacts (journals, reflective teaching assignments, and lesson plan rationales), interviews, and field observations of their enacted science lessons served as data for this study. Findings show that although the preservice teachers began the semester defining inquiry as highly student-directed, their ideas and definitions broadened over the course of the semester to include and embrace more teacher-directed forms of inquiry. Their early science lessons were more student-directed but, as they encountered challenges engaging in inquiry-based instruction and increasingly emphasized students’ learning needs, they began to plan and enact lessons that were more teacher-directed. Teacher education programs need to explicitly emphasize these variations of inquiry as a core component of supporting preservice teachers’ learning to teach science as inquiry. 相似文献
20.
In this paper, we characterize the inquiry practices of four elementary school teachers by means of a pedagogical framework.
Our study revealed core components of inquiry found in theoretically-driven models as well as practices that were regarded
as integral to the success of day-to-day science teaching in Singapore. This approach towards describing actual science inquiry
practices—a surprisingly neglected area—uncovered nuances in teacher instructions that can impact inquiry-based lessons as
well as contribute to a practice-oriented perspective of science teaching. In particular, we found that these teachers attached
importance to (a) preparing students for investigations, both cognitively and procedurally; (b) iterating pedagogical components
where helping students understand and construct concepts did not follow a planned linear path but involved continuous monitoring
of learning; and (c) synthesizing concepts in a consolidation phase. Our findings underscore the dialectical relationship
between practice-oriented knowledge and theoretical conceptions of teaching/learning thereby helping educators better appreciate
how teachers adapt inquiry science for different contexts. 相似文献