Learning from inquiry‐based laboratories in nonmajor biology: An interpretive study of the relationships among inquiry experience, epistemologies, and conceptual growth

Wallace, Carolyn S.; Tsoi, Mai Yin; Calkin, Jarnie; Darley, Marshall

doi:10.1002/tea.10127

Cited by 49 publications

(42 citation statements)

References 23 publications

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“…Research has indicated that students with more constructivist learning beliefs and nature of science understandings, including the idea that science knowledge is created by people rather than uncovered from nature, may be better able to learn from laboratory activities, talk, reading, and writing (Edmonson & Novak, 1993;Tsai, 1999;Wallace et al, 2003). This may be due to believing that they have the epistemological power to create their own questions, connections, and knowledge claims.…”

Section: Authenticity In Scientific Language Usementioning

confidence: 90%

Framing new research in science literacy and language use: Authenticity, multiple discourses, and the “Third Space”

Wallace

2004

Science Education

Self Cite

103

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This article presents a theoretical framework in the form of a model on which to base research in scientific literacy and language use. The assumption guiding the framework is that scientific literacy is comprised of the abilities to think metacognitively, to read and write scientific texts, and to apply the elements of a scientific argument. The framework is composed of three theoretical constructs: authenticity, multiple discourses, and Bhabha's Third Space. Some of the implications of the framework are that students need opportunities to (a) use scientific language in everyday situations; (b) negotiate readily among the many discourse genres of science; and (c) collaborate with teachers and peers on the meaning of scientific language. These ideas are illustrated with data excerpts from contemporary research studies. A set of potential research issues for the future is posed at the end of the article.

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Section: Authenticity In Scientific Language Usementioning

confidence: 90%

Framing new research in science literacy and language use: Authenticity, multiple discourses, and the “Third Space”

Wallace

2004

Science Education

Self Cite

103

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“…Geleneksel doğrulama tipi laboratuvar etkinliklerinin kullanıldığı sınıflarda öğrenciler, kendilerine verilmiş olan yönergeleri adım adım takip ederek deneyler yapmaktalar ve deney sürecini tam olarak anlayamamaktadırlar. Bunun sonucunda da geleneksel laboratuvarlar fen kavramlarının öğretilmesinde genellikle etkili olmamaktadır (Wallace, Tsoi, Calkin, & Darley, 2003). Ayrıca laboratuvarların öğrenme çıktıları, uygulamaları ve amaçları ile geleneksel laboratuvarların etkililiği hakkında fen öğretmenleri tarafından eleştirilerin artmasıyla birlikte son yıllarda sorgulamaya dayalı öğretme stratejilerine yönelik ilgide önemli bir artış olmuştur (Beck, Butler, & da Silva, 2014;Chairam, Klahan, & Coll, 2015;Hwang, Chiu, & Chen, 2015;Karakuyu, Bilgin, & Sürücü, 2013;Sever, & Güven, 2014;Wellington, 1998;Yakar, & Baykara, 2014).…”

Section: Introductionunclassified

Sorgulamaya Dayalı Laboratuvarlara İlişkin Öğretmen Adaylarının Görüşleri

Şen¹,

Yılmaz²,

Erdoğan³

2016

İlköğretim Online

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ÖZ. Bu çalışmanın amacı, kimya öğretmen adaylarının sorgulamaya dayalı laboratuvar etkinliklerine ilişkin görüşlerini incelemektir. Çalışmaya bir devlet üniversitesinde Ortaöğretim Kimya Deneyleri dersini alan toplam 21 kimya öğretmen adayı katılmıştır. Bu çalışmada kimya öğretmen adaylarının görüşlerini derinlemesine incelemek ve tanımlamak için durum (örnek olay) çalışması kullanılmıştır. Veriler yarı yapılandırılmış görüşmeler ve açık uçlu sorular ile toplanılmıştır. Transkript edilen verilerin analizi için içerik analizi kullanılmıştır. Kimya öğretmen adaylarının sorgulamaya dayalı laboratuvar etkinlikleri ile ilgili görüşleri araştırmacılar tarafından tümevarımsal bir kodlama süreci izlenerek analiz edilmiştir. Çalışma sonunda öğretmen adaylarının görüşleri dört üst kategoride toplanılmıştır. Bu kategoriler; sorgulamaya dayalı laboratuvar etkinliklerinin etkileri, sorgulamaya dayalı laboratuvar ve öğrenme süreci, geleneksel laboratuvarlar ile ilgili görüşler, sorgulamaya dayalı laboratuvarlar ile ilgili endişeler şeklindedir. Anahtar Kelimeler. Sorgulamaya Dayalı Laboratuvar, Geleneksel Laboratuvar, Kimya Öğretmen Adayları ABSTRACT.This study aims to analyze prospective chemistry teachers' views of inquiry-based laboratory activities. A total of 21 prospective teachers taking the course of chemical experiments laboratories in secondary education in a state university participated in the study. Case study was used in this study for indepth analysis of prospective chemistry teachers' views. The data were collected through semi-structured interviews and open-ended questions. The data, which were transcribed, was then put to content analysis. Prospective chemistry teachers' views of inquiry-based laboratories were analyzed by the researchers through inductive coding process. In consequence, the prospective teachers' views were divided into four main categories. The categories mentioned were as in the following: the effects of inquiry-based laboratory activities, inquiry-based laboratories and the process of learning, views on traditional laboratories, and concerns about inquiry-based laboratories.

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“…Self-efficacy is related to many teacher characteristics that promote enhanced classroom practice in other contexts. Most prior studies linking self-efficacy and inquiry instruction investigated influences on teachers' beliefs and implementation of reform-driven practices either from teacher-education programs (Friedrichsen, Munford, & Orgill, 2006;Wallace, Tsoi, Calkin, & Darley, 2003) or inquiryinduction programs (Roehrig & Luft, 2004). Beyond studies addressing limitations in working conditions (lack of support, difficult or inappropriate teaching assignments, inadequate preparation, insufficient materials, or unsupportive organizations) that contribute to teachers' low professional efficacy and subsequently changing careers (Johnson, Berg, & Donaldson, 2005;Johnson & Birkeland, 2003), only a few have linked self-efficacy to teachers' intentions to remain in the profession (Boyd, Grossman, Lankford, Loeb, & Wyckoff, 2009) and even fewer to actual classroom teaching practice (Donaldson & Johnson, 2010).…”

Section: Novice Teachers' Self-efficacy For Enacting Inquirymentioning

confidence: 99%

First-Year Teachers’ Uphill Struggle to Implement Inquiry Instruction

2016

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This longitudinal study of six first-year teachers focused on conceptualizations of inquiry-based pedagogy, self-efficacy for inquiry-based teaching, and its actual enactment. Data included a self-report survey of self-efficacy for inquiry-based instruction, individual interviews at the beginning and end of the year, and five distributed classroom observations. At year's end, selfefficacy for inquiry teaching declined, as did frequencies of concepts teachers used to describe inquiry enactment. Inquiry descriptions reflected a set of interrelated procedures more than inquiry as conceptual knowledge. Novice teachers were observed least enacting pedagogical actions that required enabling students to communicate findings and the most in student engagement; however, over time frequencies of student engagement declined. Consistent patterns were observed between shifts in self-efficacy and inquiry enactment and shifts between self-efficacy and conceptualizations of inquiry enactment. We found beginning steps toward links between teacher's conceptualizations and classroom practice.

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Learning from inquiry‐based laboratories in nonmajor biology: An interpretive study of the relationships among inquiry experience, epistemologies, and conceptual growth

Cited by 49 publications

References 23 publications

Framing new research in science literacy and language use: Authenticity, multiple discourses, and the “Third Space”

Framing new research in science literacy and language use: Authenticity, multiple discourses, and the “Third Space”

Sorgulamaya Dayalı Laboratuvarlara İlişkin Öğretmen Adaylarının Görüşleri

First-Year Teachers’ Uphill Struggle to Implement Inquiry Instruction

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