View Of Inquiry Research Articles

Physics teachers’ views of inquiry and classroom practices

Inquiry-based instruction has been suggested and practiced in national and international reports on science education. Scientific inquiry aims to enhance learners’ engagement in doing science through exploration including asking questions, data collection and analysis, and constructing explanations in an iterative process. One of the crucial problems in science education is whether science teachers integrate their views about inquiry into teaching practices. This study examines 30 experienced high school physics teachers’ views about inquiry and their classroom practices. The mixed methods design explored physics teachers’ views through semi-structured interviews and classroom practices through classroom observations conducted by observation protocols. The results showed less agreement between teachers’ views and practices; teachers tended to teach in traditional ways through lecturing although they possessed transitional or constructivist views of inquiry. The results offer science educators further insight into the relationship between views and practices to design and conduct professional development programs.

Can we do real inquiry online? Influence of real-time data collection on students’ views of inquiry in an online, multi-site masters’ degree on environmental education

In a previous study we detected that a number of inquiry stages (data collection, analysis and conclusions) went unnoticed by the students of an in situ joint online/onsite master’s degree via online teaching. In this paper we analyse the effect of improved instruction, in which students fully experienced and became aware of all the stages that comprise the inquiry-based teaching approach. In the article we show the differences between the initial and improved instruction. The comparison of student comments as exhibited in the online class diary forum between the initial and improved instruction has allowed us to analyse the influence of this improvement in the level of depth of the students’ discourse. Two codings have been employed to analyse the forums: the first (deductive) detected which stages of inquiry appeared in the comments. The second (inductive) involved the recoding of each of the previously classified comments based on five levels of communicative quality that emerged. Our main finding was that as well as being more aware of the different stages of inquiry, the students of the improved investigation were able to explain and identify them with specific examples. In other words, the investment of time in developing each of the stages in question helped them to define, afford reality to, and increase the explicative quality of their comments.

Influences on the Development of Inquiry-Based Practices Among Preservice Teachers

ABSTRACTAs preservice teachers (PSTs) acquire experiences in their field, they confront difficulties implementing what they learned during their teacher education programs. The successful or unsuccessful outcomes of the challenges they face influence the development of their identity as teachers. One practice that many PSTs are encouraged to implement during their preservice experience is inquiry-based instruction. However, even if students begin their fieldwork with a basic understanding of inquiry, the realities of the classroom and their incongruence with what the PST came to expect during university coursework may dissuade them from committing to an inquiry-based approach. We interact with PSTs in a single science teaching university methods course to collect data using an inquiry-specific observation protocol as well as from interviews and written reflections. Through case study research framed within situated cognitive learning theory, we find that elements of PSTs’ experience have a profound influence on their views of inquiry and of themselves as teachers in an inquiry-based classroom. We identify themes of translating theory to practice, perceiving inquiry as additional work, and utilizing resources.

What Difference Can “Experience” Make to Pragmatism?

The centrality of “experience” for Pragmatism has been challenged. Neopragmatists insinuate that experienced-centered pragmatists (ECP) are conservative in hanging on to a passe philosophical notion. This paper argues that, on the contrary, ECP continue to insist on experience because of its present relevance and its future potential for philosophy, but this requires understanding what the classical figures were trying to accomplish with the notion of experience. In the first section I remind readers what these functions are; the rest of the paper argues that experience continues to serve Pragmatism well, in particular in their view of inquiry. The notion of experience was what enabled Dewey to put forth a view of inquiry as guided by the qualitative that is still robust, defensible, and relevant, and that is not susceptible to the objections and dangers found in language centered Pragmatism (LCP).

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

This study examined the geologic and evolutionary subject matter and views of inquiry and nature of science (NOS) of a group of 5th–9th grade teachers, and a comparison group, before and after participating in an inquiry-based professional development (PD) experience. Project teachers participated in an intensive, week-long, resident institute where they learned about geology, evolutionary concepts, NOS, and inquiry while engaging in an authentic scientific investigation. They were also given support in how to teach these topics using an inquiry-based approach. Analyses of data indicate that project teachers showed greater gains in subject matter than comparison teachers and the relative change was significantly different statistically. Furthermore, most project teachers demonstrated a shift from less informed to more informed views of inquiry and NOS and the relative change between participant and comparison teachers was significantly different statistically. These gains are promising because they suggest that short-term and intensive PD can support teachers in enhancing their knowledge and views. Moreover, analysis of post-programme questionnaires and interviews indicated that supporting teachers in reflecting on the relationship between their former classroom teaching practice, and new knowledge acquired during PD, may be an important link in enhancing teacher knowledge and supporting change in practice. This suggests that enhanced knowledge and views may not be the only factor contributing to changing one's practice. The study points to the importance of reflection in promoting teacher change. Results from this study add insights to supporting teachers in enacting inquiry-based instruction and teaching about NOS in their classrooms.

Inquiry-Based Instruction and Teaching About Nature of Science: Are They Happening?

Anecdotal accounts from science educators suggest that few teachers are teaching science as inquiry. However, there is little empirical evidence to support this claim. This study aimed to provide evidence-based documentation of the state-of-use of inquiry-based instruction and explicit instruction about nature of science (NOS). We examined the teaching practice and views of inquiry and NOS of 26, well-qualified and highly motivated 5th–9th-grade teachers from across the country in order to establish the extent to which their views and practice aligned with ideas in reform-based documents. We used a mixed-methods approach analyzing lesson descriptions, classroom observations, videotape data, questionnaires, and interviews to assess teaching practice and views of inquiry and NOS of these teachers. We also determined the relationships between teachers’ views and their teaching practice. Findings indicated the majority of these teachers held limited views of inquiry-based instruction and NOS. In general, these views were reflected in their teaching practice. Elements of inquiry including abilities, understandings, and essential features were observed or described in less than half the classrooms. Most commonly, teachers focused on basic abilities to do inquiry instead of the essential features or important understandings about inquiry. When aspects of inquiry were present, they were generally teacher-initiated. There was also little evidence of aspects of NOS in teachers’ instruction. This study provides empirical evidence for the claim that even some of the best teachers currently struggle to enact reformed-based teaching. Further, it highlights the critical need for an agreement upon definition of inquiry-based instruction and the need to develop appropriate and feasible assessments that specifically target inquiry to track changes in teachers’ views and practice. Important implications include the heightened need for rigorous and continuous professional development to support teachers in learning about inquiry and NOS and how to enact reform-based instruction in classrooms.

The Significance of "Discussion" in Enquiry Learning : J.J. Schwab's View of Enquiry and Enquiry Learning Theory

The Significance of "Discussion" in Enquiry Learning : J.J. Schwab's View of Enquiry and Enquiry Learning Theory

Views of inquiry: Mismatches between views of science education faculty and students of an alternative certification program

AbstractThe purpose of this phenomenographic study was to: (a) gain an understanding of the meaning of inquiry held by beginning science teachers and their instructors in an Alternative Teacher Certification Program (ATCP); and (b) compare science teachers' views of inquiry with what they learned in their ATCP. Participants were four beginning science teachers and two faculty members involved in teaching science methods courses in the ATCP. Semi‐structured interviews, classroom observations, field notes, and written materials were the data sources. The primary data sources for the study were six to15 hours of classroom observation of teaching and learning and approximately 8 hours of interviewing with each teacher. Interviews with each faculty member were also completed. These interviews required 60–75 minutes. A phenomenological data analysis approach [Uljens, M. (1996). On the philosophical foundation of phenomenography. In G. Dall'Alba & B. Hasselgren (Eds.), Reflections on Phenomenography—Toward a methodology? (pp. 105–130). Göteborg: Acta Universitatis Gothoburgensis] was used to complete qualitative analyses and categorical summaries of the data. The results showed that the teachers held rather incomplete views of inquiry‐based teaching [National Research Council. (2000). Inquiry and the national science education standards. Washington, DC: National Academy Press], and these views were highly discrepant with the views of teacher education faculty. Implication of the findings for science teacher education and future research on the development of inquiry‐based practices are discussed. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:716–741, 2010

L. B. Flick and N. G. Lederman (eds): Scientific Inquiry and Nature of Science: Implications for Teaching, Learning, and Teacher Education

The inclusion of science inquiry in the K-12 school curriculum has been one of the goals of science education for a long time. In the early 1900s, Armstrong, Dewey, and others advocated the teaching of science inquiry. In the late 1980s and 1990s, science inquiry was emphasized again as a key component in curriculum reform efforts, such as the National Science Education Standards (National Research Council 1996) and Science for All Americans (AAAS 1990). In fact, being able to understand and perform scientific inquiry was cited as one of the four critical targets of science instruction. Contemporary literature and research in science education is dominated by the concepts of inquiry and nature of science (NOS), which are two foci of current reform efforts in science education. Research indicates a ‘‘pattern for general support for inquiry-based teaching’’ (Bransford et al. 2000; NRC 1996, p. 126; NRC 2000). However, since inquiry and NOS are complex and abstract ideas, there has been a great confusion not only about what is meant by teaching science as inquiry and the specific attributes of inquiry and NOS but also about how to implement scientific inquiry to K-12 and college science classrooms. This book examines and synthesizes research on a wide variety of contemporary theoretical and practical trends and issues about including inquiry and NOS in science teaching, science teacher education, and research in science education. It presents the first attempt to juxtapose inquiry and nature of science as student outcomes. Although closely related these two terms have different connotations within the science education community. The book presents various points of view from several prominent researchers in science education and helps to clarify these two constructs. An introductory chapter by the editors highlights the major issues involved, the organization and the raison d’etre of the book. The first chapter functions as a theoretical framework for the remaining chapters. In this chapter, Rodger Bybee uses the National Science Education Standards to challenge some of the modern views of inquiry. Highlighting inquiry as both a content goal and a teaching method he defines and clarifies

The Influence of Repeated Teaching and Reflection on Preservice Teachers’ Views of Inquiry and Nature of Science

This study describes the influence of a secondary science methods program on secondary science preservice teachers’ views and enactment of nature of science and inquiry-based instructional practices. Built into the structure of this program were three cycles of practice teaching and reflection in which the preservice teachers focused on key pedagogical ideas in classroom settings with middle and high school students. The nine secondary preservice teachers improved both their understanding and enactment of inquiry and nature of science throughout the program period. This study provides evidence of the importance of incorporating multiple low-stakes practicum experiences that are closely tied to methods course goals that are highly scaffolded through both methods instructor and cooperating teacher support and tied to analytic self-reflection.

Model‐Based Inquiry and School Science: Creating Connections

Much has been made in recent years of inquiry approaches to science education and the promise of such instruction to alleviate some of the ills of science education, yet in some ways this construct is still unclear to many in the field. In this paper we explore one view of inquiry in science that is based on the development, use, assessment, and revision of models and related explanations. Because modeling plays a central role in scientific inquiry it should be a prominent feature of students’ science education. We present a framework based on this view that can serve as a guide to curriculum development and instructional decision‐making with the goal of creating classroom environments that mirror important aspects of scientific practice. Specifically, the framework allows us to emphasize that scientists: engage in inquiry other than controlled experiments, use existing models in their inquiries, engage in inquiry that leads to revised models, use models to construct explanations, use models to unify their understanding, and engage in argumentation. Here, we discuss how these practices can be incorporated into science classrooms and illustrate that discussion with examples from our research classrooms.

Scientific Modeling for Inquiring Teachers Network (SMIT’N): The Influence on Elementary Teachers’ Views of Nature of Science, Inquiry, and Modeling

This paper summarizes the findings from a K-6 professional development program that emphasized scientific inquiry and nature of science within the theme of scientific modeling. During the 2-week summer workshop and follow up school year workshops, the instruction modeled a 5-E learning cycle approach. Pre and posttesting measured teachers’ views of nature of science, inquiry, and scientific modeling. Teachers improved their views of nature of science (NOS) and inquiry by including scientific modeling in their definitions of how scientists work, the empirical nature of science, and the role of observations and inferences in science. Their definitions of science expanded from a knowledge-based orientation to a process-based orientation. Teachers added the use of mathematical formulas to their views of scientific modeling. Using scientific modeling as the central theme was effective in providing positive influence on teachers’ views of inquiry and NOS.

Academic and informal science education practitioner views about professional development in science education

AbstractThis study documents the views of effective professional development held by eight professional development (PD) providers, representing four informal science institutions (ISI) and four programs within two institutions of higher education (IHE) in a large midwestern metropolitan area in the United States. This study finds that, while the reported learning and outcome agendas of the providers were similar across the board, a dichotomy in approach to PD emerged according to the type of institution. This dichotomy between ISI and IHE was persistent across thematic categories: (1) language use and meaning, (2) teacher outcomes as a result of PD, (3) resource strengths for teaching and learning, and (4) determination of content and course offerings. The significance of this research is threefold. First, the identification and characterization of important features of teacher PD in ISI is an important contribution to the PD literature, since most previous studies focus on IHE. Second, this study elucidates important differences between the two types of providers with respect to their views of inquiry, currently a fundamental component of PD for science teachers. Third, previously unreported gaps and overlaps in belief systems of PD from two institutions types, ISI and IHE, are identified. © 2007 Wiley Periodicals, Inc. Sci Ed 91:604–628, 2007

The challenges of teaching physics to preservice elementary teachers: Orientations of the professor, teaching assistant, and students

The purpose of this study was to understand how the professor, teaching assistant, and students experienced inquiry-based science instruction in an undergraduate physics course designed for elementary education majors. During the teaching of a 6-week electricity unit, the professor faced several challenges: knowing when and how to tell the scientifically accurate answer, deciding when and how to introduce scientific terminology, and doing inquiry vs. testing. The professor and the teaching assistant also experienced several tensions. Their orientations to science teaching differed in terms of their science learning goals, beliefs about teaching and learning, and beliefs about assessment. The students experienced frustration with the inquiry approach related to their views of learning, their need as learners to get the right answer, and the disconnect they felt between the inquiry approach and the assessment used in the course. During the course they were also building their views of inquiry and their visions of themselves as future teachers. We analyze the conflicts experienced by the professor and among the professor, teaching assistant and students in terms of three orientations to science teaching: didactic, discovery, and guided inquiry. Finally, we discuss implications for building a guided inquiry orientation in science content courses for future teachers. © 2005 Wiley Periodicals, Inc. Sci Ed 89:847–869, 2005

Expanding Conceptions of Inquiry and Practice in Supervision and Evaluation

Progress has been made within the general field of educational evaluation in developing more expansive views of inquiry and practice. By contrast, and despite notable exceptions (i.e., Eisner, 1974; Garman, 1983), supervision and evaluation of teaching remains a more restrained field trapped in a web of primitive scientism. The basic issues raised in this paper are not therefore new (Gieryn, 1982) but have been neglected with respect to supervision and evaluation. Presently, normal science in supervision and evaluation can be described as scientific-technical. The cognitive organizers for thinking about this normal science are defining competencies, measuring performance, developing appraisal systems, techniques, and procedures, and conceiving of teachers as instructional treatments (see, e.g., Borich, 1977; Popham, 1975). This highly rational, objective, and technical view of reality reflects a larger world view often referred to as Cartesian and attributed to the philosophers Rene Descartes and Francis Bacon and the theoretical mathematician Issac Newton. Essential to this world view is that matter is the basis of all existence and that mind and matter are separate, with the latter providing the legitimate subject matter for scientific inquiry. Further, this material world is viewed as a multitude of separate objects assembled into a complex cosmic machine. The task of science is to understand this machine by reducing phenomenon to its elementary building blocks and looking for parts that interact. This is a mechanical process known as reductionism. Examples of reductionism in the supervision and evaluation of teaching would be the reducing of complex patterns of human interaction to tallies on a data collection schedule and reducing the phenomenon of student response to teaching to the timing of specific student task behaviors. This paper does not argue against the scientific-technical view of supervision and evaluation per se but against its omnipresent tendencies, its presumed infallibility, and its naive simplicity. Instead, an expansive view is sought, one that provides a comprehensive theory of rationality sensitive to practice. Thomas McCarthy (1978), referring to the philosopher Jurgen Habermas, states the case nicely: