Conceptualizing Scientific Inquiry

Hanauer, David I.; Hatfull, Graham F.; Jacobs-Sera, Debbie

doi:10.1007/978-0-387-89649-6_2

Cited by 4 publications

(2 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Desirable is a pedagogy that engages students in designing and carrying out investigations and learning subject matter as part of a process that is scaffolded by the teacher (Crawford, 2007). Moreover, there is a lack of consensus regarding a single definition of science inquiry teaching (Hanauer, Hatfull, & Jacobs-Sera, 2009). It is expected that the recent shift from teaching science as an inquiry to teaching science as a practice will help teachers better understand what it means to teach science through inquiry (NGSS Lead States, 2013;Osborne, 2014).…”

Section: Introductionmentioning

confidence: 99%

Interplay of secondary pre-service teacher content knowledge (CK), pedagogical content knowledge (PCK) and attitudes regarding scientific inquiry teaching within teacher training

Smit

Weitzel

Blank

et al. 2017

Research in Science & Technological Education

View full text Add to dashboard Cite

Interplay of secondary pre-service teacher content knowledge (CK), pedagogical content knowledge (PCK), and attitudes regarding scientific inquiry teaching within teacher training To investigate quantitatively the longitudinal relationship between knowledge and attitudes on scientific inquiry teaching, 121 pre-service teachers for teaching biology at the secondary level in Germany and Switzerland were assessed with respect to their content knowledge (CK), pedagogical content knowledge (PCK) and attitudes on teaching scientific inquiry. As part of the teachers' attitudes we measured cognitive beliefs, affective states and self-efficacy. The assessments were conducted during a training session on peer-coaching as a tool for teacher development and scientific inquiry teaching as a method and activity that leads to the development of scientific knowledge. Data of both knowledge tests were IRT-scaled and combined with the data from the attitude questionnaire. To examine the relationship between the different measurements we applied structure equation modelling. The analysis demonstrates that the PCK acquired after the training on teaching scientific inquiry predicts subsequent attitudes. In contrast, prior CK does not affect subsequent attitudes regarding teaching scientific inquiry. Moreover, prior attitudes do not substantially predict subsequent PCK and CK. In addition, prior teaching experience in biology explains individual differences, and self-efficacy attitudes predict changes in attitudes with respect to teaching scientific inquiry by the end of training. To foster positive attitudes toward scientific inquiry teaching, teaching education programs should be designed to broaden PCK.

show abstract

Section: Introductionmentioning

confidence: 99%

Interplay of secondary pre-service teacher content knowledge (CK), pedagogical content knowledge (PCK) and attitudes regarding scientific inquiry teaching within teacher training

Smit

Weitzel

Blank

et al. 2017

Research in Science & Technological Education

View full text Add to dashboard Cite

show abstract

“…In the classroom, every student should be provided with individualized access to the content, as well as the opportunity to develop, articulate, and refine their own ideas (Harlen & Allende, 2009). Through the research process, students developed cognitive skills, such as problem-solving skills, data assessment and interpretation skills, as well as research skills (Hanauer et al, 2009).…”

Section: Research Issues and Problems Studied In Analyzed Researchmentioning

confidence: 99%

Methodological Approaches to the Study of Inquiry-Based Learning in Natural Science Education

Gajić

Županec

Babić-Kekez

et al. 2021

PEC

View full text Add to dashboard Cite

Previous research of inquiry-based learning in natural science education indicates that there are different methodological trends and paradigms in the study of these issues. The aim of this research has been to analyze the selected relevant studies on inquiry-based learning in natural science education in order to assess their scope and limitations in the light of educational changes and reform initiatives. Directions of analysis of the relevant studies include considerations of the following: 1) Theoretical starting points and specific conceptual solutions, 2) Methodological design (research questions / problems, methods, techniques, and procedures), as well as 3) (Re)interpretation of the most significant findings. It could be stated that studies on inquiry-based learning in the field of natural sciences are rather insufficient, very diverse and heterogeneous, differing from each other both in terms of theory and conceptual solutions, research problems, methodological design, and implications for educational work. Even though experiments are very common in natural sciences, it has been found that triangulation is often used as a combination of qualitative and quantitative paradigms. The common thread that connects the selected studies in this field is the recognition of importance of inquiry-based learning as a very promising model of active teaching the natural sciences. It could be concluded that such studies require an interdisciplinary approach to the subject of study, both in empirical and theoretical field, providing better understanding of the future research directions of this phenomenon. Keywords: inquiry-based learning, innovative approach, methodological design, natural science education, research paradigms

show abstract

Investigating the effect of multiple try-feedback on students computational thinking skills through online inquiry-based learning platform

Jha,

Bhowmik,

Bhagat

2024

Education Tech Research Dev

View full text Add to dashboard Cite

Conceptualizing Scientific Inquiry

Cited by 4 publications

References 0 publications

Interplay of secondary pre-service teacher content knowledge (CK), pedagogical content knowledge (PCK) and attitudes regarding scientific inquiry teaching within teacher training

Interplay of secondary pre-service teacher content knowledge (CK), pedagogical content knowledge (PCK) and attitudes regarding scientific inquiry teaching within teacher training

Methodological Approaches to the Study of Inquiry-Based Learning in Natural Science Education

Investigating the effect of multiple try-feedback on students computational thinking skills through online inquiry-based learning platform

Contact Info

Product

Resources

About