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Journal of Science Teacher Education

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01-02-2010

One Size Fits None?

Author: Charles R. Ault Jr.

Published in: Journal of Science Teacher Education | Issue 1/2010

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A zoologist friend of mine once remarked, “The science is in the debate.” He was referring to community process—to scrutiny of contested claims in a public forum, with resolution dependent about judging the quality of inquiry. Those debating hold stature according to their expertise while aspiring to achieve explanatory ideals, which may be, in turn, under debate. Presumably, debate and scrutiny promote the progress of understanding as well as uphold standards of reasonable discourse. These ends (progress and reason) depend upon how a community of practice (Lave and Wenger 1991), in pursuit of shared purposes, organizes its patterns of interaction and communication. These patterns ought to restrain the irrationality of individuals and thus contribute to the common good. …

next article Pedagogical Content Knowledge and the 2003 Science Teacher Preparation Standards for NCATE Accreditation or State Approval

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Title: One Size Fits None?
Author: Charles R. Ault Jr.
Publication date: 01-02-2010
Publisher: Springer Netherlands
Published in: Journal of Science Teacher Education / Issue 1/2010
Print ISSN: 1046-560X
Electronic ISSN: 1573-1847
DOI: https://doi.org/10.1007/s10972-009-9156-5

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Other articles of this Issue 1/2010

Development of Instruments to Assess Teacher and Student Perceptions of Inquiry Experiences in Science Classrooms

Pedagogical Content Knowledge and the 2003 Science Teacher Preparation Standards for NCATE Accreditation or State Approval

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

Developing Elementary Teachers’ Understandings of Hedges and Personal Pronouns in Inquiry-Based Science Classroom Discourse

Development of Preservice Teachers’ Ability to Critique and Adapt Inquiry-based Instructional Materials

Recognizing Students’ Scientific Reasoning: A Tool for Categorizing Complexity of Reasoning During Teaching by Inquiry