A Review of Empirical Literature on Inquiry Professional Development: Alignment with Best Practices and a Critique of the Findings

Capps, Daniel K.; Crawford, Barbara A.; Constas, Mark A.

doi:10.1007/s10972-012-9275-2

Cited by 254 publications

(241 citation statements)

References 48 publications

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“…Capps et al (2012) confirmed the importance of designing inquiry-based science PD to support science teachers' enactment of classroom inquiry. Inquiry-based PD is defined as "one that consists of activities that support teachers in creating classroom environments in which students learn science concepts and principles through inquiry as well as learn about what science is, and how scientists work" (Capps et al 2012, p. 296).…”

Section: Professional Developmentmentioning

confidence: 74%

“…In order to develop these skills and attitudes in students, it seems reasonable to expect science teachers to become familiar with the processes of science as practiced by scientists. Exposing science teachers to authentic inquiry experiences, therefore, facilitates the design of classroom inquiry experiences that simulate the practices of science (Capps et al 2012). Classroom inquiry experiences will likely engage students in an inquiry-based approach to learning.…”

Section: Inquirymentioning

confidence: 99%

“…Despite the heightened attention that inquiry has received in national reports (National Research Council [NRC] 2000, 2012 in the USA, there is very little evidence to suggest that inquiry-based instruction (IBI) is the mainstream approach in science classrooms (Capps et al 2012;Meyer et al 2013). Researchers indicate that without professional development (PD) support that provides science teachers with opportunities to participate in scientific inquiry, and to reflect on their experiences, IBI will continue to be at the periphery of conventional classroom practice (Capps and Crawford 2013;Lederman and Lederman 2012).…”

Section: Introductionmentioning

confidence: 99%

“…Science teachers will have to be involved in learning experiences that not only familiarise them with authentic inquiry but also support them in integrating these experiences with their actual teaching practice (Capps and Crawford 2013). Capps et al (2012), who reviewed science PD research, reveal that very few opportunities are being provided for teachers to participate in authentic inquiry experiences. These experiences are necessary to support teachers in the design and implementation of scientific investigations in the classroom (Jarrett and Burnley 2003;Tal 2001).…”

Section: Introductionmentioning

confidence: 99%

“…There is some indication that many science teachers hold naïve conceptions regarding the NOS and IBI, which is promoted among K-12 students (Capps et al 2012;Lederman and Lederman 2012). This inaccurate view is reflected in the scientific method, which emphasises the use of linear steps that all scientists allegedly use to make their discoveries (Windschitl 2003).…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

At the Elbows of Scientists: Shaping Science Teachers’ Conceptions and Enactment of Inquiry-Based Instruction

McLaughlin

MacFadden

2014

Res Sci Educ

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This study stemmed from concerns among researchers that reform efforts grounded in promoting inquiry as the basis for teaching science have not achieved the desired changes in American science classrooms. Many science teachers assume that they are employing inquirybased strategies when they use cookbook investigations with highly structured step-by-step instructions. Additionally, most science teachers equate hands-on activities with classroom inquiry and, as such, repeatedly use prepackaged, disconnected activities to break the monotony of direct instruction. Despite participation in numerous professional development activities, many science teachers continue to hold misconceptions about inquiry that influence the way they design and enact instruction. To date, there is very limited research exploring the role of inquiry-based professional development in facilitating desired changes in science teachers' conceptions of inquiry. This qualitative study of five high school science teachers explores the ways in which authentic inquiry experiences with a team of scientists in Panama shaped their conceptions and reported enactments of inquiry-based instruction. Our findings suggest that professional development experiences engaging science teachers in authentic research with scientists have the potential to change teachers' naïve conceptions of inquiry, provided that necessary supports are provided for reflection and lesson design.

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Section: Professional Developmentmentioning

confidence: 74%

Section: Inquirymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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At the Elbows of Scientists: Shaping Science Teachers’ Conceptions and Enactment of Inquiry-Based Instruction

McLaughlin

MacFadden

2014

Res Sci Educ

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A Professional Development Activity to Help Teaching Assistants Work as a Team to Assess Lab Reports in a General Chemistry Course

Avargil

Bruce

Klemmer

et al. 2018

Israel Journal of Chemistry

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Graduate student teaching assistants (TAs) are often responsible for assessing student work, such as laboratory reports, and it is important that the same student effort be assessed similarly across TAs. Prior exercises with TAs showed a wide range of scoring among a team of TAs assessing the same lab report. A three-hour Professional Development (PD) activity spread over three weeks was conducted with TAs in a general chemistry course to gain skill in the assessment of lab reports within the context of working as a group. In week 1, TAs individually assessed an identical, redacted lab report. In week 2, TAs discussed their scoring of the first lab report, and then assessed and discussed selected portions of additional lab reports. During week 3, TAs assessed another redacted lab report. Results show a modest narrowing in TAs' scoring from week 1 to week 3, which suggests this activity could be employed as part of a strategy to develop "community" standards among TAs.

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Examining the Influence of RETs on Science Teacher Beliefs and Practice

et al. 2014

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Following the argument that an explicit focus on teacher thinking is an important outcome for professional development (Capps, Crawford, & Costas, 2012; Desimone, 2009), the research presented here examines the impact of one form of professional development, Research Experiences for Teachers (RETs), has in shaping teachers’ beliefs and affect related to inquiry in the classroom. By examining two distinct forms of RETs, this study incorporates 5 years of data collected from more than 100 RET participants, which include elementary, middle, and high school teachers. Evidence was drawn from analysis of multiple instruments measuring science teachers’ self‐efficacy (STEBI), pedagogical discontentment (STPD), teachers’ beliefs about teaching and learning (TBI), and Contextual Beliefs about Teaching Science (CBATS). The results indicate that both RET programs were successful in shaping teachers’ beliefs and affect—particularly in decreasing pedagogical discontentment and enhancing beliefs about reform. However, the RET program that focused mainly on teacher practice was more successful in shaping teachers’ beliefs and was the only program to show an influence on teachers’ practice.

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A Review of Empirical Literature on Inquiry Professional Development: Alignment with Best Practices and a Critique of the Findings

Cited by 254 publications

References 48 publications

At the Elbows of Scientists: Shaping Science Teachers’ Conceptions and Enactment of Inquiry-Based Instruction

At the Elbows of Scientists: Shaping Science Teachers’ Conceptions and Enactment of Inquiry-Based Instruction

A Professional Development Activity to Help Teaching Assistants Work as a Team to Assess Lab Reports in a General Chemistry Course

Examining the Influence of RETs on Science Teacher Beliefs and Practice

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