Learning to Teach Science as Inquiry in the Rough and Tumble of Practice

By B. Crawford. 2007

746 citations recorded by the source corpus.

Subfields: Education, General Agricultural and Biological Sciences

View Paper: https://www.semanticscholar.org/paper/7715537958a8f16f69a9b06f5324ef40073bd3d6

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In Education

In General Agricultural and Biological Sciences

Citations in the corpus

Inquiry-Based Instruction and Teaching About Nature of Science: Are They Happening? (2013, background): “Teaching science as inquiry and explicitly teaching about NOS are complex and sophisticated instructional approaches that demand significant PD (Crawford 2000, 2007).”
Effects of Inquiry-Based Science Instruction on Science Achievement and Interest in Science: Evidence from Qatar (2012, background): “However, integrating aspects of teaching science as inquiry into their planning and instruction is a daunting challenge for teachers (Crawford, 2007).”
Making formative assessment discernable to pre‐service teachers of science (2010, background): “PSTs often have contradictory beliefs about the roles of teachers and learner (Crawford, 2007) and they require ongoing, scaffolded opportunities with reform-based instruction in order to shift their teaching beliefs from teacher-centered to student-centered (Abell et al.”
Assessing students' understanding of inquiry: What do prospective science teachers notice? (2013, background): “& Bonner, 2007), the nature of effective teaching practices (Crawford, 2007), and the abilities and motivation of students (Wallace & Kang, 2004) on the type and amount of inquiry-based instruction enacted in the classroom.”
Learning Science, Learning about Science, Doing Science: Different goals demand different learning methods (2014, background): “(2004) and other enthusiasts for this approach are not telling us? Crawford (2007) notes that teaching science as/through inquiry is complex, diffi-”
The Challenges of Science Inquiry Teaching for Pre-Service Teachers in Elementary Classrooms: Difficulties on and under the Scene (2012, background): “In the discussion of a strategic approach to promote science inquiry teaching in teacher education, researchers suggested a few important dimensions to help pre-service teachers’ practice of inquiry such as understanding inquiry through inquiry experiences, real-world classroom context, and collabor”
Understanding Students' Experiments—What kind of support do they need in inquiry tasks? (2014, background): “Accordingly, only teaching content knowledge and facts can hardly embrace the character of science (Crawford, 2007; Zion et al., 2004).”
Curriculum design for inquiry: Preservice elementary teachers' mobilization and adaptation of science curriculum materials (2010, background): “…preservice teachers develop better understandings of inquiry-based teaching and learning, translating that knowledge into science teaching practice remains a daunting challenge (Bryan & Abell, 1999; Crawford, 1999, 2007; Southerland & Gess-Newsome, 1999; Zembal-Saul, Blumenfeld, & Krajcik, 2000).”
A Review of Empirical Literature on Inquiry Professional Development: Alignment with Best Practices and a Critique of the Findings (2012, background): “Inquiry-based teaching is a complex and sophisticated way of teaching that demands significant professional development (PD) (Crawford 2000, 2007).”
Using Action Research in Middle Level Teacher Education to Evaluate and Deepen Reflective Practice. (2012, background): “The available international research literature provides a growing body of empirical evidence that recommends that teachers should systematically engage in inquiries about their practice (Crawford, 2007; Freeman, 1998; Little, 2002; Zhang, Lundeberg, McConnell, Koehler, & Eberhardt, 2010).”
Beginning teachers moving toward effective elementary science teaching (2009, background): “Sense-making through scientific inquiry emphasizes learning conceptual knowledge and engaging in and learning about scientific practice (Anderson, 2001; Crawford, 2007; Scott, 1998).”
The Development of Dynamic Inquiry Performances within an Open Inquiry Setting: A Comparison to Guided Inquiry Setting (2009, background): “Accumulating research indicates that handling a structured inquiry assignment is not indicative of a student’s understanding of the essence of the inquiry process or the nature of science (Crawford, 2007).”
Examining the Influence of RETs on Science Teacher Beliefs and Practice (2014, background): “Teachers who held more student-centered views of teaching and learning enacted practices complementary of those views that were also shaped by contextual influences, including administrative and collegial support, the resources available in the classroom, and the policy environment in which the teac”