Over reported and misunderstood? A study of teachers’ reported enactment and knowledge of inquiry-based science teaching

Fostering Impactful Research Experiences for Teachers (RETs)

“…This finding suggests that the instructional model used during a pedagogy-focused RET shapes how the teachers who participate in that program think about inquiry. This explanation is also consistent with the way teachers use their personal experiences to describe what counts as inquiry rather than the way inquiry is conceptualized and described in the science education literature (e.g., Capps et al, 2016;Gallagher & Parker, 1995). The model of inquiry that was used during the RET program, as a result, became the model that these teachers used to define what does and what does not count as inquiry-based instruction.…”

“…The NGSS assert that students need more opportunities to participate in the practices of science while in school in order to be ready to enter a science or science related career and appreciate knowledge gained through science, not simply learn about these practices secondhand (NGSS Lead States, 2013). A review of the literature found teachers' enactment of inquiry-based science practices ranges from often to rare, with concerns that what some teachers were calling inquiry did not correspond to those promoted by US national standards (Capps, Shemwell, & Young, 2016). Blanchard, Osborne, Wallwork, and Harris (2013) found that science teachers' self-reported use of inquiry-based practices (a definition of inquiry was provided) most depended on their comfort with inquiry.…”

Que Desafios e Possibilidades Expressam os Licenciandos que Começam a Aprender sobre Ensino de Ciências por Investigação? Tensões entre Visões de Ensino Centradas no Professor e no Estudante

“…Apesar disso, a maioria dos estudos tem apontado a pouca presença do EnCI na sala de aula e os muitos desafios e dilemas que os professores enfrentam ao tentar trazer essa abordagem para sua prática (Krämer et al, 2015). Apesar da grande divulgação do EnCI, poucos documentos oferecem definições e formas de operacionalizar essa abordagem (Borda Carulla, 2012;Capps et al, 2016) o que pode ter gerado concepções equivocadas e incompreensões por parte dos docentes.…”

“…Essa porcentagem, considerada alta, parece incongruente com os inúmeros desafios de aplicação do EnCI reportados pela literatura (Capps, Crawford, & Constas, 2012). Esse contraste intrigou um grupo de pesquisadores que, a partir dos resultados de uma pesquisa do tipo survey, concluíram que apesar de muitos professores acreditarem realizar atividades investigativas com certa frequência, poucos têm um conhecimento bem estruturado sobre o EnCI (Capps, Shemwell, & Young, 2016).…”

What influences development of science content standards?

“…Though potentially useful, the foundations of implementation studies are weakened if they are founded on uninterrogated assumptions about developers' intentions (e.g., Polikoff, ). As an example of the disconnect, educators across the spectrum possess varied interpretations of the term inquiry found in many K‐12 science standards (Capps, Shemwell, & Young, ; Morrow, ). Examining developers' thinking, the evidence on which they draw, and the values they embed in standards is a necessary step toward better assessing connections between development and enactment.…”