Dilemmas of Teaching Inquiry in Elementary Science Methods

By W. Newman, Sandra K. Abell, Paula D. Hubbard, James T. McDonald, Justine Otaala, M. Martini. 2004

140 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, General Agricultural and Biological Sciences

View Paper: https://www.semanticscholar.org/paper/547fbf6c1ebcae41efe1c932580173dbff3f0e8f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. B. Crawford
2. Anita M. Martin
3. Brian Hand
4. Perry D. Klein

In Education

1. B. Crawford
2. Anita M. Martin
3. Brian Hand
4. Perry D. Klein

In General Agricultural and Biological Sciences

1. B. Crawford
2. Brian Hand

Citations in the corpus

• Learning to Teach Science as Inquiry in the Rough and Tumble of Practice (2007, background): “On the other hand, novice teachers may be incapable of, unwilling to, or simply unable to enact teaching science as inquiry in their actual classrooms (McGinnis, Parker, & Graeber, 2004; Newman et al., 2004).”
• Factors Affecting the Implementation of Argument in the Elementary Science Classroom. A Longitudinal Case Study (2009, background): “While inquiry teaching is being recommended, a major dilemma that has arisen is the lack of clear definition for classroom teachers (Beck et al. 2000; Fu and Shelton 2002; Newman et al. 2004 ).”