Search results for: Capps Daniel K.
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The aim of this study was to investigate the views and actual practices related to inquiry and nature of science (NOS) of a group of highly motivated and well-qualified teachers from classrooms across the United States. The findings indicated that most of these teachers held fairly limited views and misconceptions on inquiry and NOS. Data analyses indicated an association between teachers’ views and classroom practice. That is, teachers with more robust views were more likely to teach science as inquiry, whereas teachers who held more limited views were less likely to teach science in this way. This study provides empirical evidence for the claim that although reform documents in the United States highlight the importance of inquiry and NOS and refer to inquiry as a central teaching strategy, some of the best teachers currently struggle to enact reformed-based teaching.
Updated: Aug. 05, 2014
A Review of Empirical Literature on Inquiry Professional Development: Alignment with Best Practices and a Critique of the Findings
The authors present a targeted critical review of research focused specifically on the nature of professional development programs purported to emphasize inquiry. The review analyzes the features of each program and critiques the reported outcomes of each study. The findings suggest a general alignment with recommended features of effective PD as outlined in the literature with a few notable exceptions, including: supporting teachers in developing inquiry-based lesson plans, providing authentic inquiry experiences, and focusing on science content for teachers.
Updated: Mar. 24, 2013