A Theoretical and Empirical Exploration of Intrinsic Problems in Designing Inquiry Activities

Meyer, Daniel Z.; Meyer, Allison Antink; Nabb, Keith; Connell, Margaretann G.; Avery, Leanne M.

doi:10.1007/s11165-011-9243-4

Cited by 24 publications

(14 citation statements)

References 14 publications

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“…Despite the fact that inquiry is the dominant paradigm in science reform efforts, science classrooms in the US are still not characterised by IBI (Meyer et al 2013;Wilson 2013). This suggests that teachers may be experiencing difficulties in establishing and maintaining a culture of inquiry in the classroom.…”

Section: Discussionmentioning

confidence: 99%

“…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 (Meyer et al 2013). Many science teachers assume that they are employing inquiry-based strategies when they use cookbook investigations with highly structured step-by-step instructions.…”

Section: Purpose Of the Studymentioning

confidence: 99%

“…Research indicates that many science teachers hold inaccurate conceptions of scientific inquiry, inquiry instruction, and the NOS (Lederman and Lederman 2012;Meyer et al 2013). This distorted view of inquiry has created formidable barriers to the enactment of IBI in K-12 classrooms.…”

Section: A Distorted View Of 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%

See 3 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: Discussionmentioning

confidence: 99%

Section: Purpose Of the Studymentioning

confidence: 99%

Section: A Distorted View Of Inquirymentioning

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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“…Karelina ve Etkina 'ya (2007) göre ise etkinlik geliştirme, öğrencilerin gözlemleri ile düşünme yolları arasında ilişki kurmasını sağlar. Meyer, Meyer, Nabb, Connell ve Avery (2013), sorgulamaya dayalı etkinliklerin tasarlanmasında ortaya çıkabilecek sorunlara dikkat çekmesinin yanında, özellikle "problemin" netleştirilmesinin önemine vurgu yapmışlardır. Ayrıca öğrencilere her etkinlikte günlük hayattan basit örnek bir olay verilmesi öğrencilerin de günlük hayattan gerçekçi örnekler vermesini sağlamıştır.…”

Section: Tartışma Sonuç Ve öNerilerunclassified

Fen bilimleri öğretiminde araştırma sorgulamaya dayalı etkinlik geliştirme

Ozan¹,

Karamustafaoğlu²,

Ahısha³

2017

Küreselleşen Dünyada Eğitim

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Emotional arousal of beginning physics teachers during extended experimental investigations

et al. 2012

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Teachers often have difficulty implementing inquiry-based activities, leading to the arousal of negative emotions. In this multicase study of beginning physics teachers in Australia, we were interested in the extent to which their expectations were realized and how their classroom experiences while implementing extended experimental investigations (EEIs) produced emotional states that mediated their teaching practices. Against rhetoric of fear expressed by their senior colleagues, three of the four teachers were surprised by the positive outcomes from their supervision of EEIs for the first time. Two of these teachers experienced high intensity positive emotions in response to their students' success. When student actions / outcomes did not meet their teachers' expectations, frustration, anger, and disappointment were experienced by the teachers, as predicted by a sociological theory of human emotions (Turner, 2007). Over the course of the EEI projects, the teachers' practices changed along with their emotional states and their students' achievements. We account for similarities and differences in the teachers' emotional experiences in terms of context, prior experience, and expectations. The findings from this study provide insights into effective supervision practices that can be used to inform new and experienced teachers alike.

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A Theoretical and Empirical Exploration of Intrinsic Problems in Designing Inquiry Activities

Cited by 24 publications

References 14 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

Fen bilimleri öğretiminde araştırma sorgulamaya dayalı etkinlik geliştirme

Emotional arousal of beginning physics teachers during extended experimental investigations

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