A Review of Empirical Literature on Inquiry Professional Development: Alignment with Best Practices and a Critique of the Findings

Capps, Daniel K.; Crawford, Barbara A.; Constas, Mark A.

doi:10.1007/s10972-012-9275-2

Cited by 262 publications

(241 citation statements)

References 48 publications

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“…Capps et al (2012) confirmed the importance of designing inquiry-based science PD to support science teachers' enactment of classroom inquiry. Inquiry-based PD is defined as "one that consists of activities that support teachers in creating classroom environments in which students learn science concepts and principles through inquiry as well as learn about what science is, and how scientists work" (Capps et al 2012, p. 296).…”

Section: Professional Developmentmentioning

confidence: 74%

“…In order to develop these skills and attitudes in students, it seems reasonable to expect science teachers to become familiar with the processes of science as practiced by scientists. Exposing science teachers to authentic inquiry experiences, therefore, facilitates the design of classroom inquiry experiences that simulate the practices of science (Capps et al 2012). Classroom inquiry experiences will likely engage students in an inquiry-based approach to learning.…”

Section: Inquirymentioning

confidence: 99%

“…Despite the heightened attention that inquiry has received in national reports (National Research Council [NRC] 2000, 2012 in the USA, there is very little evidence to suggest that inquiry-based instruction (IBI) is the mainstream approach in science classrooms (Capps et al 2012;Meyer et al 2013). Researchers indicate that without professional development (PD) support that provides science teachers with opportunities to participate in scientific inquiry, and to reflect on their experiences, IBI will continue to be at the periphery of conventional classroom practice (Capps and Crawford 2013;Lederman and Lederman 2012).…”

Section: Introductionmentioning

confidence: 99%

“…Science teachers will have to be involved in learning experiences that not only familiarise them with authentic inquiry but also support them in integrating these experiences with their actual teaching practice (Capps and Crawford 2013). Capps et al (2012), who reviewed science PD research, reveal that very few opportunities are being provided for teachers to participate in authentic inquiry experiences. These experiences are necessary to support teachers in the design and implementation of scientific investigations in the classroom (Jarrett and Burnley 2003;Tal 2001).…”

Section: Introductionmentioning

confidence: 99%

“…There is some indication that many science teachers hold naïve conceptions regarding the NOS and IBI, which is promoted among K-12 students (Capps et al 2012;Lederman and Lederman 2012). This inaccurate view is reflected in the scientific method, which emphasises the use of linear steps that all scientists allegedly use to make their discoveries (Windschitl 2003).…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

At the Elbows of Scientists: Shaping Science Teachers’ Conceptions and Enactment of Inquiry-Based Instruction

McLaughlin

MacFadden

2014

Res Sci Educ

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This study stemmed from concerns among researchers that reform efforts grounded in promoting inquiry as the basis for teaching science have not achieved the desired changes in American science classrooms. Many science teachers assume that they are employing inquirybased strategies when they use cookbook investigations with highly structured step-by-step instructions. Additionally, most science teachers equate hands-on activities with classroom inquiry and, as such, repeatedly use prepackaged, disconnected activities to break the monotony of direct instruction. Despite participation in numerous professional development activities, many science teachers continue to hold misconceptions about inquiry that influence the way they design and enact instruction. To date, there is very limited research exploring the role of inquiry-based professional development in facilitating desired changes in science teachers' conceptions of inquiry. This qualitative study of five high school science teachers explores the ways in which authentic inquiry experiences with a team of scientists in Panama shaped their conceptions and reported enactments of inquiry-based instruction. Our findings suggest that professional development experiences engaging science teachers in authentic research with scientists have the potential to change teachers' naïve conceptions of inquiry, provided that necessary supports are provided for reflection and lesson design.

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Section: Professional Developmentmentioning

confidence: 74%

Section: Inquirymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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At the Elbows of Scientists: Shaping Science Teachers’ Conceptions and Enactment of Inquiry-Based Instruction

McLaughlin

MacFadden

2014

Res Sci Educ

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A Professional Development Activity to Help Teaching Assistants Work as a Team to Assess Lab Reports in a General Chemistry Course

Avargil

Bruce

Klemmer

et al. 2018

Israel Journal of Chemistry

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Graduate student teaching assistants (TAs) are often responsible for assessing student work, such as laboratory reports, and it is important that the same student effort be assessed similarly across TAs. Prior exercises with TAs showed a wide range of scoring among a team of TAs assessing the same lab report. A three-hour Professional Development (PD) activity spread over three weeks was conducted with TAs in a general chemistry course to gain skill in the assessment of lab reports within the context of working as a group. In week 1, TAs individually assessed an identical, redacted lab report. In week 2, TAs discussed their scoring of the first lab report, and then assessed and discussed selected portions of additional lab reports. During week 3, TAs assessed another redacted lab report. Results show a modest narrowing in TAs' scoring from week 1 to week 3, which suggests this activity could be employed as part of a strategy to develop "community" standards among TAs.

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STEM professional development of early childhood teachers

Erol,

İvrendi

2024

Psychology in the Schools

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Early childhood teachers are critical in promoting young children's STEM learning. However, research indicates that early childhood teachers are unfamiliar with STEM and do not have confidence in their abilities and skills to implement STEM education. Despite this issue, previous research has focused less on early childhood teachers' STEM professional development. This mixed‐method study investigated the effects of the STEM Professional Development Program (SPDP) on 12 early childhood teachers' attitudes toward STEM education, STEM practices, self‐efficacy, and instructional beliefs, which were used as pretest and posttest measures. The quantitative dimension of the study investigated the effects of the SPDP on early childhood teachers' attitudes and STEM practices, self‐efficacy, and instructional beliefs towards STEM education by using the pretest and posttest only, without a control group design. The qualitative dimension, participating teachers' experiences, perceptions about the SPDP, and thoughts about the SPDP's influence on their beliefs, self‐efficacy, and attitudes about STEM were explored using phenomenology design. Quantitative data were analyzed using the Wilcoxon signed‐rank test. Qualitative data were analyzed using content analysis. Results showed that the SPDP positively affected teachers' self‐efficacy for STEM practices, attitudes toward STEM education, and instructional beliefs. Moreover, participating in the SPDP influenced teachers' perspectives on STEM education, supported their learning about STEM content, and increased their awareness of the importance of STEM in early childhood.

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A Review of Empirical Literature on Inquiry Professional Development: Alignment with Best Practices and a Critique of the Findings

Cited by 262 publications

References 48 publications

At the Elbows of Scientists: Shaping Science Teachers’ Conceptions and Enactment of Inquiry-Based Instruction

At the Elbows of Scientists: Shaping Science Teachers’ Conceptions and Enactment of Inquiry-Based Instruction

A Professional Development Activity to Help Teaching Assistants Work as a Team to Assess Lab Reports in a General Chemistry Course

STEM professional development of early childhood teachers

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