Demythologizing Science Teacher Education: Conquering the False Ideal of Open Inquiry

Settlage, John

doi:10.1007/s10972-007-9060-9

Cited by 59 publications

(43 citation statements)

References 14 publications

(11 reference statements)

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“…One example of the debates that can be found emerge as Settlage (2007) Johnston (2008) challenges these ideas in a response to Settlage (2007) as he argues that Settlage seemed to neglect that inquiry is not simply a teaching tool, but a teaching goal… It is a scientific endeavor in itself, allowing students to be themselves within a culture of scientific inquiry… The processes embraced by science that allow us to extract explanation from evidence are paramount to a citizen's understanding of science… Alas, in an era of highstakes testing in which much of science is stripped of its inquiry processes in favor of content factoids, it must be our obligation to make open inquiry a learning objective in our classrooms.…”

Section: Inquiry As An Instructional Strategymentioning

confidence: 99%

“…In addition to the debates about inquiry as an instructional strategy, the following are some documented problems that teachers indentify when seeking to employ inquiry as an instructional strategy: (1) lack of clarity with respect to what constitutes inquiry (Bybee et al 2008), (2) lack of examples of how inquiry is facilitated as an instructional strategy in real classrooms (Settlage 2007), and (3) the lack of the explicit association of inquiry with science content (Windschitl et al 2008). Each of these problems is further considered next.…”

Section: Inquiry As An Instructional Strategymentioning

confidence: 99%

“…But, while standards documents are advocating inquiry as an instructional strategy, currently open inquiry is seen as problematic by many science teachers and has not been widely accepted or enacted (Campbell and Bohn 2008;O'Sullivan and Weiss 1999;Settlage 2007;Windschitl 2003). Some reasons cited for these problems are (1) teachers inability or discomfort directing or controlling student inquiry, (2) a perception that open inquiry is too time intensive and (3) lack of evidence for improved student outcomes (Settlage 2007).…”

Section: Introductionmentioning

confidence: 99%

“…Some reasons cited for these problems are (1) teachers inability or discomfort directing or controlling student inquiry, (2) a perception that open inquiry is too time intensive and (3) lack of evidence for improved student outcomes (Settlage 2007).…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Model Based Inquiry in the High School Physics Classroom: An Exploratory Study of Implementation and Outcomes

2010

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This study considers whether Model Based Inquiry (MBI) is a suitable mechanism for facilitating science as inquiry to allow students to develop deep understandings of difficult concepts, while also gaining better understandings of science process and the nature of science. This manuscript also considers time devoted to MBI in comparison to more traditional demonstration and lecture (TDL) teaching methods, while also revealing the MBI strategy implemented in the physics classroom. Pre-, post-, and delayed-revised versions of the Physics, Attitudes, Skills, and Knowledge Survey (PASKS) were administered to two groups of students, those taught a unit on buoyancy with a TDL instructional strategy (n = 26) and those taught the same buoyancy unit, but with the MBI instructional strategy (n = 28). The PASKS focuses on student achievement in terms of science content, science process/reasoning, nature of science, and student attitude toward science. Through quantitative methods the findings revealed statistical differences when considering the pre-, post-, and delayed-measures with significant differences found overall and on each scale. This indicated improved achievement overall and on each scale with the exception of attitude scale for both groups. Additionally, the findings revealed no statistical differences between groups (i.e., TDL & MBI).Keywords Model-based inquiry Á Physics Á Traditional lecture and demonstrations Á Student science outcome measures

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Section: Inquiry As An Instructional Strategymentioning

confidence: 99%

Section: Inquiry As An Instructional Strategymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Model Based Inquiry in the High School Physics Classroom: An Exploratory Study of Implementation and Outcomes

2010

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“…Transcripts of conversations between, and interviews with, teachers and students who have developed and applied peer-scaffolding approaches however, suggest that rather than encouraging individuals to develop their own understanding, the net effect often reduces to a validation-by-consensus mentality (Capraro, Kulm, & Capraro, 2005;Chin & Chia, 2004;Demirci, 2008;Gautier, Deutsch, & Rebich, 2006;Hamza & Wickman, 2008;Mills et al, 2008;Nehm & Reilly, 2007;Newton & Newton, 2009;Psycharis & Babaroutsis, 2005;Salierno, Edelson, & Sherin, 2005;Settlage, 2007;Smith & Abell, 2008;Stamp, 2007;Stamp & Armstrong, 2005;Wali Abdi, 2006). This does not mean that deployment of peer-scaffolded learning cannot deliver substantial learning gains for individuals.…”

Section: Limitations Of the Sociocultural Discoursementioning

confidence: 99%

Creativity in Science: Tensions between Perception and Practice

Schmidt¹

2011

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Many countries are reviewing science education programmes and implementing new pedagogical paradigms aimed at reversing a trend of declining enrolments. A key factor in this decline is a public perception that science is not a creative endeavour. Attempts to reframe public perception tend to focus on primary and secondary schooling, but do little to address ongoing declines in quality and originality of intellectual output beyond the high-school environment. To overcome systemic devaluation of science requires appreciation of the complex, dynamic, and often stochastic, interplay of sociocultural, psychological and cognitive factors that drive human creativity. Viewing creativity from this perspective reveals tensions between perception and practice that limit opportunities for students, science educators and scientists. Resolving the tension requires integration of developmental, psychometric and sociocultural discourses of creativity in ways that generate opportunities for individuals at all levels of education and practice to: 1) acquire a high level of domain-specific knowledge; 2) practise application of that knowledge in developing solutions to problems across a gradient of difficulty and; 3) be challenged to integrate their knowledge of science with their knowledge of other fields to pursue and solve problems with personal relevance.

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The battle for creativity: Frontiers in science and science education

Schmidt

2010

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Demythologizing Science Teacher Education: Conquering the False Ideal of Open Inquiry

Cited by 59 publications

References 14 publications

Model Based Inquiry in the High School Physics Classroom: An Exploratory Study of Implementation and Outcomes

Model Based Inquiry in the High School Physics Classroom: An Exploratory Study of Implementation and Outcomes

Creativity in Science: Tensions between Perception and Practice

The battle for creativity: Frontiers in science and science education

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