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Journal of Science Teacher Education

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01-09-2006

A Brief History of Inquiry: From Dewey to Standards

Author: Lloyd H. Barrow

Published in: Journal of Science Teacher Education | Issue 3/2006

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Abstract

This paper describes how interpretations of inquiry have changed during the 20th Century. These multiple meanings have resulted in (a) confusion among K–12 teachers of science and (b) various interpretations by science teacher educators. Suggestions are provided for preservice programs (both science and methods courses), professional development for new and veteran teachers of science, and science education community to reach consensus about what is inquiry.

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Title: A Brief History of Inquiry: From Dewey to Standards
Author: Lloyd H. Barrow
Publication date: 01-09-2006
Publisher: Kluwer Academic Publishers
Published in: Journal of Science Teacher Education / Issue 3/2006
Print ISSN: 1046-560X
Electronic ISSN: 1573-1847
DOI: https://doi.org/10.1007/s10972-006-9008-5

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Other articles of this Issue 3/2006

“I Won't Last Three Weeks”: Preservice Science Teachers Reflect on Their Student-Teaching Experiences

Overcoming a Learning Bottleneck: Inquiry Professional Development for Secondary Science Teachers

The Teacher Research Update Experience: Perceptions of Practicing Science, Mathematics, and Technology Teachers

Preservice Teachers’ Exploration of Children’s Alternative Conceptions: Cornerstone for Planning to Teach Science

Recruiting Future Science and Mathematics Teachers Into Alternative Certification Programs: Strategies Tried and Lessons Learned

Success of a Professional-Development Model in Assisting Teachers to Change Their Teaching to Match the More Emphasis Conditions Urged in the National Science Education Standards

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