The problem with answers: An exploration of guided scientific inquiry teaching

By Erin Marie Furtak. 2006

215 citations recorded by the source corpus.

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Citations in the corpus

Teacher learning from analysis of videotaped classroom situations: Does it make a difference whether teachers observe their own teaching or that of others? (2011, background): “In science instruction, experiments play a similar role: they are a key to exploring students’ approaches to scientific inquiry and how teachers can guide these thinking processes (Furtak, 2006).”
Understanding Students' Experiments—What kind of support do they need in inquiry tasks? (2014, background): “A way to bridge this gap between direct instruction and open inquiry or discovery learning is guided inquiry, which combines the essence of open inquiry with instructional support (Furtak, 2006; Mayer, 2004).”
Enhanced Learning of Biotechnology Students by an Inquiry-Based Cellulase Laboratory. (2010, background): “Grant and Vatnick (1998) reported that it is hard for students to conduct open-ended laboratory activities because they lacked sufficient skills to complete them in the limited time available.”
Beginning Secondary Science Teachers in Different Induction Programmes: The first year of teaching (2009, background): “Since the publication of the NSES (NRC, 1996), researchers such as Crawford (2000) and Furtak (2006) have explored the variations in inquiry that can occur, as well as the challenges that exist in an inquiry-based classroom.”
The Development of Dynamic Inquiry Performances within an Open Inquiry Setting: A Comparison to Guided Inquiry Setting (2009, background): “Furthermore, Furtak (2006) found that teachers had difficulties in maintaining an atmosphere that encourages student-directed inquiry while facilitating guided inquiry.”