College science teachers' views of classroom inquiry

Brown, Patrick; Abell, Sandra K.; Demir, Abdulkadir; Schmidt, Francis J.

doi:10.1002/sce.20151

Cited by 109 publications

(95 citation statements)

References 19 publications

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“…Very often students are www.ijacsa.thesai.org involved in technical activities (such as assembling the experimental setup) and few opportunities are given to students to present their interpretations and beliefs about natural phenomena [15]. These limitations could prevent students from having an authentic opportunity to develop adequate level of inquiry skills and consequently undermine their efforts to construct new knowledge and engage in inquiry-based learning [9]. Therefore, this study attempts to compare the impacts of two teaching strategies on the development of students' inquiry skills in the domain of physics.…”

Section: Introductionmentioning

confidence: 99%

The Impact of Cognitive Tools on the Development of the Inquiry Skills of High School Students in Physics

Mustafa¹,

Trudel²

2013

IJACSA

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Abstract-the purpose of the study was to compare the effectiveness of two teaching strategies that utilize two different cognitive tools on the development of students' inquiry skills in mechanics. The strategies were used to help students formulate Newton's 2 nd law of motion. Two cognitive tools had been used: a computer simulation and manipulations of concrete objects in physics laboratory. A quasi-experimental method that employed the 2 Cognitive Tools  2 Time of learning split-plot factorial design was applied in the study. The sample consisted of 54 Grade 11 students from two physics classes of the university preparation section in a high school of the province of Ontario (Canada). One class was assigned to interactive computer simulations (treatment) and the other to concrete objects in physics laboratory (control). Both tools were embedded in the general framework of the guided-inquiry cycle approach. The results showed that the interaction effect of the Cognitive Tools  Time of learning was not statistically significant. However, the results also showed a significant effect on the development of students' inquiry skills regardless of the type of cognitive tool they had used. Although the findings suggested that these two strategies are effective in developing students' inquiry skills in mechanics, students in the computer simulation group had shown larger gain in their inquiry skills test than their counterparts in the laboratory group.

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Section: Introductionmentioning

confidence: 99%

The Impact of Cognitive Tools on the Development of the Inquiry Skills of High School Students in Physics

Mustafa¹,

Trudel²

2013

IJACSA

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“…Three such challenges are covering a required set of techniques, acquiring equipment and supplies to support a variety of experiments, and guiding an unstructured experience [7][8][9]. The semester described here combines the research process, student delivered laboratory materials and methods, two guided inquiry-based experiments, and a culminating final poster session to provide context to a biochemistry course.…”

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confidence: 99%

RNase one gene isolation, expression, and affinity purification models research experimental progression and culminates with guided inquiry‐based experiments

Bailey

2009

Biochem Molecular Bio Educ

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This new biochemistry laboratory course moves through a progression of experiments that generates a platform for guided inquiry-based experiments. RNase One gene is isolated from prokaryotic genomic DNA, expressed as a tagged protein, affinity purified, and tested for activity and substrate specificity. Student pairs present detailed explanations of materials and methods and the semester culminates in a poster session. Experimental plans take into account the expense and time required to move from gene isolation to enzyme assays. This combination of instructor-guided and student-designed experiments is a manageable foray into guided inquiry-based learning in a biochemistry laboratory course, while providing a cohesive story and context for individual experiments.Keywords: guided-inquiry, RNase one, experimental design.Students typically retain only 20% of the content of any given course [1,2], and most college students, even high achieving students, continue to think in the same ways they thought prior to taking their courses [3]. These results give pause for thought to even the most gifted teacher. The reasons for such low content retention output are various but include the failure to create learning environments that help students learn how to think for themselves and learn on their own, assess stated learning objectives other than rote memorization, and actively construct their own learning [1,2]. Active learning is particularly important for achieving transferrable, critical thinking, communication, and other ''soft'' skills that students need for living and working in a globalized world [4].Inquiry-based learning environments are more effective than traditional lecture or recipe style laboratory courses. Sixth and seventh grade students who learned physics by way of inquiry-based pedagogies outperformed eleventh and twelfth grade students who learned physics in traditional lecture formats on assessments of their grasp of physics concepts [5]. If learning is about changing the way students think, that is, changing the way they approach problems, solve problems, and make decisions in a complex, globalized world, then new learning pedagogies seem to be in order. To move toward more active, constructivist learning pedagogical models, BIO2010 [6] calls for the way scientists think through a research question to serve as a model for student learning. The inquiry based biochemistry lab curriculum described below aims to begin this kind of pedagogical change.Moving from ''cookbook'' style laboratory classes to inquiry-based or guided-inquiry based experiences can provide challenges for a faculty member instigating this change. Three such challenges are covering a required set of techniques, acquiring equipment and supplies to support a variety of experiments, and guiding an unstructured experience [7][8][9]. The semester described here combines the research process, student delivered laboratory materials and methods, two guided inquiry-based experiments, and a culminating final poster session to provide context to...

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“…Recent research shows the authentic inquiry practices of scientists are organized around their research question (Brown, Abell, Demir, & Schmidt, 2006;Reiff, Harwood, & Phillipson, 2002). Research on inquiry teaching also indicates that inquiry teaching can be very successful when teachers guide students to interesting questions for them to answer or help them to generate their own questions (Hand, Wallace, & Yang, 2004), and when they facilitate the connection of questions with explanations and evidence (Crawford, Krajcik, & Marx, 1999;Hand et al, 2004).…”

Section: Views Of Inquiry Teachingmentioning

confidence: 99%

“…Various challenges have been identified, such as teachers' frustration and confusion in inquiry instruction, misconceptions in students' understanding (Brown & Campione, 1994;de Jong et al, 2005), lack of resources, and a misalignment between curriculum and assessment (Kim, Tan, & Talaue, 2013). Among those challenges, teachers' beliefs or knowledge are one of the main influential factors on decision making and actions of inquiry teaching (Brown, Abell, Demir, & Schmidt, 2006;Keys & Bryan, 2001;Llewellyn, 2001). Since empirical research findings support that beliefs and knowledge are intertwined with reciprocal impact when teachers make decisions about their teaching (Bryan & Abell, 1999), we prefer the term view to describe the interplay of beliefs and knowledge (Crawford, 2007).…”

Section: Introductionmentioning

confidence: 99%

Pre-service Teachers’ Views of Inquiry Teaching and Their Responses to Teacher Educators’ Feedback on Teaching Practice

Yoon

Kim

et al. 2013

EURASIA J MATH SCI T

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College science teachers' views of classroom inquiry

Cited by 109 publications

References 19 publications

The Impact of Cognitive Tools on the Development of the Inquiry Skills of High School Students in Physics

The Impact of Cognitive Tools on the Development of the Inquiry Skills of High School Students in Physics

RNase one gene isolation, expression, and affinity purification models research experimental progression and culminates with guided inquiry‐based experiments

Pre-service Teachers’ Views of Inquiry Teaching and Their Responses to Teacher Educators’ Feedback on Teaching Practice

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