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Journal of Science Teacher Education
Erschienen in: Journal of Science Teacher Education 1/2010

01.02.2010

Analysis of Essential Features of Inquiry Found in Articles Published in The Science Teacher, 1998–2007

verfasst von: Loretta D. Asay, MaryKay Orgill

Erschienen in: Journal of Science Teacher Education | Ausgabe 1/2010

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Abstract

In order to provide a picture of how inquiry is practiced in everyday science classrooms, the articles published in The Science Teacher from 1998 to 2007 were analyzed for explicit evidence of features of inquiry. Inquiry was operationally defined by the essential features detailed in Inquiry and the National Science Education Standards (NRC 2000). Few articles described full inquiry. Gathering and analyzing evidence were significantly more prominent than the other features of inquiry, which were present in less than 25% of the articles. This pattern may be related to teachers’ viewing inquiry more as a process than as a vehicle for learning science content. Each feature found was also rated for whether it was student- or teacher-directed. Most activities were teacher-directed.
Vorheriger Artikel Recognizing Students’ Scientific Reasoning: A Tool for Categorizing Complexity of Reasoning During Teaching by Inquiry
Nächster Artikel Development of Preservice Teachers’ Ability to Critique and Adapt Inquiry-based Instructional Materials

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Metadaten
Titel
Analysis of Essential Features of Inquiry Found in Articles Published in The Science Teacher, 1998–2007
verfasst von
Loretta D. Asay
MaryKay Orgill
Publikationsdatum
01.02.2010
Verlag
Springer Netherlands
Erschienen in
Journal of Science Teacher Education / Ausgabe 1/2010
Print ISSN: 1046-560X
Elektronische ISSN: 1573-1847
DOI
https://doi.org/10.1007/s10972-009-9152-9

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