Managing Inquiry-Based Science: Challenges in Enacting Complex Science Instruction in Elementary and Middle School Classrooms

Harris, Christopher; Rooks, Deborah L.

doi:10.1007/s10972-009-9172-5

Cited by 83 publications

(57 citation statements)

References 30 publications

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“…Authentic learning also facilitate students to solve the problem with many alternative solutions. Emphasized by Harris & Rooks (2010) that recent education research result shows new perspectives which are appropriate to use in science learning and apply in science activities related to daily life (contextual). It made students think about problems in life (contextual) and apply their science knowledge so that they used their ideas, tried to understand deeper as well as their knowledge on ho to observe in science.…”

Section: Resultsmentioning

confidence: 99%

Developing Science Learning Material with Authentic Inquiry Learning Approach to Improve Problem Solving and Scientific Attitude

Widowati

Nurohman

Anjarsari

2017

JPII

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This research was conducted to (1) produce science material learning based Authentic Inquiry Learning which is appropriate to improve problem solving and students scientific attitude; (2) know the potency of developing scientific attitude in science learning material based authentic inquiry learning; and (3) know the potency of developing scientific attitude in science learning material based authentic inquiry learning. The research method was Research and Development (R & D), by pointing to Four D models and Borg & Gall Model. There were 4 main phases (define, design, develop, disseminate) and additional phases (preliminary field testing, main product revision, main field testing, and operational product revision). The instruments used included product validation questionnaire, problem solving test, observation sheet of problem solving, and scientific attitude questionnaire. Result data of validation, problem solving test, scientific attitude questionnaire were analyzed descriptively. The result showed that : (1) science learning material based authentic inquiry learning that was developed was considered as very good by expert lecturers and teachers, and it was appropriate to use in learning process; (2) science learning material based authentic inquiry learning could improve students' problem solving; (3) science learning material based authentic inquiry learning could improve students' scientific attitude.

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Section: Resultsmentioning

confidence: 99%

Developing Science Learning Material with Authentic Inquiry Learning Approach to Improve Problem Solving and Scientific Attitude

Widowati

Nurohman

Anjarsari

2017

JPII

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“…For example, the detailed characterization of a phenomenon (in this case, the intrinsic challenges) helps in providing value and coherence (El-Deghaidy, Mansour, & Alshamrani, 2015), in uncovering knowledge within specific categories (Abell, 2008), in addition to revealing the complexity of the phenomenon and tracking its development (Rozenszajn & Yarden, 2014). Moreover, an understanding of the challenges science teachers are confronted with is needed in order to be able to provide them with appropriate support (Harris & Rooks, 2010). The challenge posed by inquiry-based science teaching (in this case in the context of practical work), can cause teachers to resist or evade curriculum reforms associated with inquiry (Ritchie et al, 2013).…”

Section: Research Problem Purpose and Rationalementioning

confidence: 99%

A systematic review characterizing and clarifying intrinsic teaching challenges linked to inquiry‐based practical work

Akuma

Callaghan

2018

J Res Sci Teach

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Since scientific literacy has become a key goal in science education, many people have argued in favor of the incorporation of inquiry in science education. However, scattered in the literature are extrinsic and intrinsic teaching challenges linked to the design and implementation of inquiry‐based practical work (IBPW) in secondary school science classrooms. The purpose of this systematic literature review was to characterize and clarify the intrinsic challenges. From an instructional design perspective, the characterization of the challenges yielded four primary categories. The categories consist of initiation‐phase challenges (such as unfavorable views regarding science and practical work), planning‐phase challenges (including difficulties involved in designing IBPW), implementation‐phase challenges (e.g., persuading learners to reflect on their experiences and findings), and summative evaluation‐phase challenges which include concerns linked to the grading of practical inquiry. In the different categories, the challenges are linked to gaps in various aspects of teacher competencies especially in the context of the TPACK framework. The aspects include content knowledge (CK) (such as science content and scientific inquiry); in addition to technological knowledge (TK) linked to standard technologies. Also included is pedagogic CK (including orientation toward science teaching). Moreover, some of the intrinsic challenges are linked to gaps in skills (including pervasive classroom management and practical skills); in addition to values (such as commitment). These results have theory‐, practice‐, and research‐based implications.

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“…Issues with classroom management have been documented in the research literature as teachers inexperienced with inquiry struggle to manage student behavior (Eick, Ware, & Williams, 2003;Harris & Rooks, 2010). Students develop their expectations of classroom instruction and their role in it as they progress through their education.…”

Section: Pragmatic Concerns Pragmatic Concerns In Curriculum Implemementioning

confidence: 99%

High school science teachers' receptivity to the next generation science standards : an examination of discipline specific factors

Shapiro¹

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The Next Generation Science Standards (NGSS), are the biggest change to American science education since the National Science Education Standards (NSES) were published. While inquiry was central to the NSES, science assessment largely addressed factual knowledge acquisition.The NGSS represent a significant practical change for teachers as they mark a return to the ideals specified in the National Science Education Standards (NSES) and Benchmarks for Science Literacy. The purpose of this explanatory sequential, mixed-methods study was to identify and compare the factors that influenced high school science teachers' receptivity to the curricular shifts necessitated by the adoption of the NGSS. The survey data identified three factors as significant predictors of teacher receptivity: teachers' non-monetary cost-benefit analysis, alignment between the NGSS and their current teaching style, and concerns about student readiness. To understand how these factors operate in the classroom, both receptive and nonreceptive teachers were interviewed. In terms of cost-benefit analysis, all teachers agree that time is a significant cost. This includes the time it takes to adapt lessons to the NGSS, and the time it takes to teach in a way that integrates the three parts of the NGSS which are the practices of science and engineering, the crosscutting concepts, and the disciplinary core ideas. In terms of alignment between their teaching style and the NGSS, teachers talked about the lack of examples of what NGSS-aligned instruction looks like and the dearth of accessible high quality professional development. Finally, concerns about students' readiness focused on both inadequate preparation for college-level science coursework and deficits in science instruction in the lower grades.

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Managing Inquiry-Based Science: Challenges in Enacting Complex Science Instruction in Elementary and Middle School Classrooms

Cited by 83 publications

References 30 publications

Developing Science Learning Material with Authentic Inquiry Learning Approach to Improve Problem Solving and Scientific Attitude

Developing Science Learning Material with Authentic Inquiry Learning Approach to Improve Problem Solving and Scientific Attitude

A systematic review characterizing and clarifying intrinsic teaching challenges linked to inquiry‐based practical work

High school science teachers' receptivity to the next generation science standards : an examination of discipline specific factors

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