Knowing Inquiry as Practice and Theory: Developing a Pedagogical Framework with Elementary School Teachers

Poon, Chew Leng; Lee, Yew‐Jin; Tan, Aik-Ling; Lim, Shirley S. L.

doi:10.1007/s11165-010-9199-9

Cited by 29 publications

(15 citation statements)

References 22 publications

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“…This experience supplied the learners with the required procedural knowledge necessary when students are involved in hands‐on inquiry (Sahdra & Thagard, 2003). Similarly, Poon, Lee, Tan, and Lim (2012), recently showed that both conceptual knowledge and procedural knowledge of skills (for investigation, for manipulating equipment, and for working in groups) are critical before students embark on an investigation. When the learning goals do not require hands‐on activities, however, Brill and Yarden (2003) suggested that having declarative knowledge about laboratory techniques can promote scientific thinking and specifically, question‐asking skills.…”

Section: Discussionmentioning

confidence: 92%

Separating the research question from the laboratory techniques: Advancing high‐school biology teachers' ability to ask research questions

Hasson

Yarden

2012

J Res Sci Teach

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Inquiry is essentially a process in which research questions are asked and an attempt is made to find the answers. However, the formulation of operational research questions of the sort used in authentic scientific inquiry is not a trivial task. Here, we set out to explore the possible influence of separating the research question from the laboratory techniques used to try and answer this question on teachers' understanding of laboratory techniques and their ability to formulate research questions. We conducted a laboratory course in microbiology in which the laboratory techniques were presented in an explicit and generalized manner, in the context of specific research questions. During the course, teachers' understanding of laboratory techniques improved as reflected in their answers to exercises given throughout. In addition, teachers' ability to ask research questions, analyzed using Dillon's classification of research questions, also improved. When reflecting upon the course, some teachers attributed the change in their ability to ask research questions to their increased knowledge of techniques, whereas others did not. We conclude that to facilitate research-question-asking skills among teachers, they should be provided with knowledge of the relevant laboratory techniques in an explicit fashion. ß

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Section: Discussionmentioning

confidence: 92%

Separating the research question from the laboratory techniques: Advancing high‐school biology teachers' ability to ask research questions

Hasson

Yarden

2012

J Res Sci Teach

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“…As a result, novice elementary teachers tend to design science lessons with the primary intention of helping their students to learn to "like" science. Furtak and Alonzo (2010) found that elementary school teachers, when teaching science, tend to emphasize procedural knowledge (e.g., how to do a particular lab) rather than highlight scientific content knowledge and real-world connections (see also Gillies & Nichols, 2015;Plummer & Ozcelik, 2015;Poon, Lee, Tan, & Lim, 2012;Walan & McEwen, 2016).…”

Section: Challenges Related To Teaching With Scientific Inquirymentioning

confidence: 99%

Developing Confidence in STEAM: Exploring the Challenges that Novice Elementary Teachers Face

Zimmerman¹

2016

steam

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This essay explores the challenges that novice elementary teachers may face as they attempt to enact the practices of STEAM education. Specifically, I will explore research that suggests that novice elementary teachers lack confidence in their ability to lead lessons rooted in either scientific inquiry or arts-integration. This has, I argue, clear implications for the development of STEAM education. Advocates of STEAM education must ensure that novice elementary teachers are provided with the necessary scaffolds and supports that will empower them to engage in authentic and ambitious STEAM practices. Author/Artist BioAaron Zimmerman is an Assistant Professor of Curriculum and Instruction at Texas Tech University. He is interested in teacher development, specifically in relation to how novice teachers are prepared to navigate and negotiate problems of practice.

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“…Identity-based research has a long tradition in the field of education and it has begun to make its presence felt in science education as well (Lee, 2012). According to Bullough (1997) teacher identity "is of vital concern to teacher education; it is the basis of meaning making and decision making" (p. 21).…”

Section: Teacher Development As Identity Constructionmentioning

confidence: 99%

“…In contemporary recommendations for science teaching practice, inquiry forms of teaching and learning hold a central position across the world (Gott & Duggan, 2007;Hayes, 2002;Kim & Tan, 2011;Poon, Lee, Tan, & Lim, 2012;Warwick & Siraj-Blatchford, 2006). In the light of this, research has been concerned with how to best prepare primary school students teachers for science teaching (Bryan & Tippins, 2006;Davis, Petish, & Smithey, 2006), highlighting the challenges associated with embracing an inquiry approach to science teaching and often associating these challenges with insecurity linked to lack of content knowledge (cf.…”

Section: Gee's Discourse Analysis As a Way Of Approaching The Constitmentioning

confidence: 99%

Studying Science Teacher Identity

Avraamidou

2016

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ScopeMathematics and science education are in a state of change. Received models of teaching, curriculum, and researching in the two fields are adopting and developing new ways of thinking about how people of all ages know, learn, and develop. The recent literature in both fields includes contributions focusing on issues and using theoretical frames that were unthinkable a decade ago. For example, we see an increase in the use of conceptual and methodological tools from anthropology and semiotics to understand how different forms of knowledge are interconnected, how students learn, how textbooks are written, etcetera. Science and mathematics educators also have turned to issues such as identity and emotion as salient to the way in which people of all ages display and develop knowledge and skills. And they use dialectical or phenomenological approaches to answer ever arising questions about learning and development in science and mathematics.The purpose of this series is to encourage the publication of books that are close to the cutting edge of both fields. The series aims at becoming a leader in providing refreshing and bold new work-rather than out-of-date reproductions of past states of the art-shaping both fields more than reproducing them, thereby closing the traditional gap that exists between journal articles and books in terms of their salience about what is new. The series is intended not only to foster books concerned with knowing, learning, and teaching in school but also with doing and learning mathematics and science across the whole lifespan (e.g., science in kindergarten; mathematics at work); and it is to be a vehicle for publishing books that fall A C.I.P. record for this book is available from the Library of Congress.ISBN: 978-94-6300-377-3 (paperback) ISBN: 978-94-6300-378-0 (hardback) ISBN: 978-94-6300-528-9 (e-book)Published by: Sense Publishers,

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Knowing Inquiry as Practice and Theory: Developing a Pedagogical Framework with Elementary School Teachers

Cited by 29 publications

References 22 publications

Separating the research question from the laboratory techniques: Advancing high‐school biology teachers' ability to ask research questions

Separating the research question from the laboratory techniques: Advancing high‐school biology teachers' ability to ask research questions

Developing Confidence in STEAM: Exploring the Challenges that Novice Elementary Teachers Face

Studying Science Teacher Identity

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