Inquiry-Based Professional Development: What does it take to support teachers in learning about inquiry and nature of science?

Capps, Daniel K.; Crawford, Barbara A.

doi:10.1080/09500693.2012.760209

Cited by 98 publications

(80 citation statements)

References 28 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…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). This view is so entrenched in science teachers' ideas about science teaching that even highly qualified teachers would indicate that they were teaching science as inquiry when in reality they were not (Capps and Crawford 2013). So far, there is very little research regarding the role of PD in facilitating a change in science teachers' conceptions of IBI (Fazio et al 2010;Keys and Bryan 2001;Lederman and Lederman 2012).…”

Section: Introductionmentioning

confidence: 99%

“…Additionally, these experiences provide science teachers with opportunities to integrate their research experiences into classroom activities (Blanchard et al 2009;Dresner and Worley 2006). In addition, opportunities for reflecting on their inquiry experiences allow science teachers to critically examine their classroom practices in light of new experiences and knowledge (Capps and Crawford 2013;Tseng et al 2013). As such, fostering teacher reflection during these authentic inquiry experiences will contribute to the successful implementation of IBI, especially if the experiences were directly connected with teachers' curriculum materials.…”

Section: Professional Developmentmentioning

confidence: 99%

“…Inquiry-based instruction has recently been reconceptualised in the new Framework for K-12 Science Education (National Research Council [NRC] 2012) as those practices scientists engage in during the development of scientific knowledge (Capps and Crawford 2013). Teachers implementing IBI, therefore, are expected to guide students through inquiry processes that mirror the practices of scientists.…”

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). Science teachers also need support in developing strategies for creating an inquiry-based learning environment, as well as an understanding of subject matter and the nature of science (NOS).…”

Section: Introductionmentioning

confidence: 99%

“…The successful implementation of IBI by science teachers will require a significant shift in our approach to PD. 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.…”

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

View full text Add to dashboard Cite

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.

show abstract

Section: Introductionmentioning

confidence: 99%

Section: Professional Developmentmentioning

confidence: 99%

Section: Inquirymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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

View full text Add to dashboard Cite

show abstract

Characteristics of research into professional learning across professions: A mapping review

Baumfield

Bethel

Dowek

et al. 2023

Review of Education

View full text Add to dashboard Cite

Given the importance of their roles in society, the education of professionals is a central concern for providers and recipients of public services. In this article we consider the contribution of research on professional learning to current debate on the form and content of professional education. This mapping review asked, ‘What does the research literature tell us about the characteristics of research into professional learning across professions?’ We identified and synthesised primary research involving post‐qualification professionals' professional learning. We searched seven databases using terms such as ‘professional learning’, ‘professional development’ and ‘continuing education’ from 2000 to date. We carefully screened articles against agreed criteria, extracted data and mapped the findings. After removing duplicates, 20,616 records remained. After full text screening, 356 articles were included: 266 from teaching (75%), 77 from healthcare (22%) and 13 from another profession or cross‐professional (4%). Three included papers that spanned professions. Only 6% of articles studied the institution as the unit of analysis (rather than the individual). Around half of the included papers (49%) included an intervention. Most teaching interventions were proximal to the workplace whereas most healthcare/other studies were distal to the workplace, perhaps reflecting stage of development of the research field. Our study synthesised a heterogeneous literature to indicate the types or research that are needed to progress the debate. The clear differences in ‘style’ between professions suggested that collaboration could provide mutual benefit. Future research requires studies that report research in ways that lend themselves to evidence synthesis or replication.

show abstract

Inquiry, Engagement, and Literacy in Science: A Retrospective, Cross‐National Analysis Using PISA 2006

et al. 2014

View full text Add to dashboard Cite

show abstract

Inquiry-Based Professional Development: What does it take to support teachers in learning about inquiry and nature of science?

Cited by 98 publications

References 28 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

Characteristics of research into professional learning across professions: A mapping review

Inquiry, Engagement, and Literacy in Science: A Retrospective, Cross‐National Analysis Using PISA 2006

Contact Info

Product

Resources

About