Closing the Gap: Inquiry in Research and the Secondary Science Classroom

Gengarelly, Lara M.; Abrams, Eleanor

doi:10.1007/s10956-008-9134-2

Cited by 41 publications

(33 citation statements)

References 5 publications

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“…The National Research Council () describes the process of inquiry as multifaceted activities, including conducting observations, defining the problem, verifying or reviewing the information, and making conclusions. Gengarelly and Abrams () found that students who experienced inquiry instruction demonstrated better ability to interpret data than those who did not experience inquiry instruction. Thus, inquiry instruction can promote knowledge construction and enhance students' understanding of the nature of science and learning (e.g., Ben‐David & Zohar, ; Eslinger, White, Frederiksen, & Brobst, ; Gengarelly & Abrams, ; Hmelo, Duncan, & Chinn, ; Manlove, Lazonder, & de Jong, ; Slotta & Linn, ; Zuckerman & Chudinova, ).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Enhancing middle school students' scientific learning and motivation through agent‐based learning

Chen

Chou

2014

Computer Assisted Learning

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Facing students' decreasing motivation to pursue scientific study, schools and educators need to coordinate new technologies with pedagogical agents to effectively sustain or promote students' scientific learning and motivation to learn. Although the provision of pedagogical agents in student learning has been studied previously, it is not clear what benefits the strategy might offer with regard to student motivation. This study proposes an agent‐based mechanism that integrates problem‐solving and inquiry‐based instructions to help students better understand complex scientific concepts and to sustain their motivation to learn science. In this study, a quasi‐experiment was conducted to evaluate the performance and feasibility of our proposed mechanism. The results revealed that the agent‐based mechanism was effective and feasible for enhancing students' learning and motivation to learn. The mechanism was associated with increases in the acquisition of knowledge when compared with the control group. Its effect in promoting and sustaining students' motivation was also statistically significant. Detailed discussions of the findings are provided in this study.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Enhancing middle school students' scientific learning and motivation through agent‐based learning

Chen

Chou

2014

Computer Assisted Learning

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“…The challenge originates from the teacher's scant experience of student-centered learning through inquiry and suggests that it is not so easy for teachers who have been taught by teacher-centered instruction to employ a different manner of instruction when requested to change their paradigm (Kask et al, 2008). In this light, Gengarelly & Abrams (2009) reported that teacher-scientist partnerships were an effective mean to ensure teachers' professional development.…”

Section: Inquiry Teaching and Its Implementationmentioning

confidence: 99%

Teacher’s Reflection of Inquiry Teaching in Finland Before and During an in-Service Program: Examination by a Progress Model of Collaborative Reflection

Kim

Lavonen

Juuti

et al. 2012

Int J of Sci and Math Educ

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ABSTRACT. In inquiry-based science education, there have been gradual shifts in research interests: the nature of scientific method, the debates on the effects of inquiry learning, and, recently, inquiry teaching. However, many in-service programs for inquiry teaching have reported inconsistent results due to the static view of classroom inquiries and due to the partial perspective between individual and collaborative reflections. Thus, by means of a theoretical progress model of collaborative reflection, this qualitative research aims to investigate reflections of four participant teachers before and during a half-year in-service teacher program. The model captures the following four interactions for each individual teacher and among the teacher cohort: belief to practice, practice to belief, stimulation, and reinforcement. The audio-video data and their quantification allowed identification of the teachers' consistent prior beliefs and practices as a multiplicity of inquiry teaching and their interwoven progress during the program. The findings are further discussed in terms of the implicit development and the richer repertoire.

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“…Gengarelly and Abrams (2008) suggest that inquiry-based learning is essential for students to develop scientific literacy. They claim that it supports improved student understanding of science concepts, and that engaging in the process of doing science improves students' understanding of the nature of science, teaches them how to question things and formulate their own explanations, and improves students' attitudes towards science.…”

Section: Introductionmentioning

confidence: 99%

Using technology to support science inquiry learning

Williams

Nguyen

Mangan

2017

J. Technol. Sci. Educ.

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This paper presents a case study of a teacher's experience in implementing an inquiry approach to his teaching over a period of two years with two different classes. His focus was on using a range of information technologies to support student inquiry learning. Data was collected over the two year period by observation, interview and student work analysis. The study demonstrates the need to consider the characteristics of students when implementing an inquiry approach, and also the influence of the teachers level of understanding and related confidence in such an approach. The case also indicated that a range of information and communication technologies can be effective in supporting student inquiry learning.

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Closing the Gap: Inquiry in Research and the Secondary Science Classroom

Cited by 41 publications

References 5 publications

Enhancing middle school students' scientific learning and motivation through agent‐based learning

Enhancing middle school students' scientific learning and motivation through agent‐based learning

Teacher’s Reflection of Inquiry Teaching in Finland Before and During an in-Service Program: Examination by a Progress Model of Collaborative Reflection

Using technology to support science inquiry learning

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