Search results for: Scientific inquiry skills
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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
This article examined how prescience teachers grew in their understanding of science methods and inquiry. Elementary science teachers were studied the written reflections, notebooks writing, and research field notes. Strengths and weaknesses were studied.
Updated: Oct. 23, 2008
Educative experiences and early childhood science education: A Deweyan perspective on learning to observe
This study explores elementary professional development at an urban school. Small animals were used for teaching science inquiry processes, particularly the process of observation. The analysis is qualitative and interpretive, and the data consisted of observations, transcripts of science group meetings, and interviews with five participating teachers. The purpose of the study was to help preservice teachers create effective approaches to real-world science experiences.
Updated: Apr. 08, 2008
This paper presents a mixed methods study exploring the impact of a summer robotics camp on middle school students’ physics content knowledge and scientific inquiry skills. It was found that the camp enhanced students’ physics content knowledge but failed to improve their skills in conducting cientific inquiry. Qualitative data provided an explanation of the findings.
Updated: Mar. 09, 2008