Embracing the essence of inquiry: New roles for science teachers

By B. Crawford. 2000

738 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/85210764240e4faaef8acf63d844a1fe62bea38c

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Citations in the corpus

Teaching Teachers to Teach Statistical Investigations (2011, background): “Teachers take on new roles when teaching inquiry, often requiring unfamiliar skills ( Crawford, 2000; Arnold, 2008b).”
Extending the constructs of active learning: implications for teachers' pedagogy and practice (2011, background): “Machemer and Crawford (2007) voice concern with regard to the efficacy of this approach to develop complex knowledge and understanding, while Pundak and Rozner (2008) highlight a perceived lack of incentive for the additional input for educators.”
The Teacher as Partner: Exploring Participant Structures, Symmetry, and Identity Work in Scaffolding (2004, background): “For example, Crawford's (2000) case study of an exemplary inquiry teacher suggests that the momentary perception of the teacher as a peer or learner is sufficient to promote an affective climate that is conducive to inquiry learning.”
Building a Foundation for the Use of Historical Narratives (2007, background): “…National Science Education Standards (CSMEE 2000), students have become more skilled in asking questions; designing, planning, and conducting investigations; gathering, analyzing, and interpreting data; and constructing explanations (Crawford 2000; Keys & Byran 2001; Schillereff 2001; Corry 2005).”
Preservice Elementary Teachers' Critique of Instructional Materials for Science. (2006, background): “Teaching inquiryoriented science is especially complex (Crawford, 2000; Metz, 1995) and typically requires teachers to teach in a way that is different from how they were taught (Windschitl, 2003).”
The use of inquiry in the development of preservice teacher efficacy in Mathematics and Science (2008, background): “This notion of mathematics as inquiry or science as inquiry involves engaging students in the same mental processes as mathematicians and scientists (Crawford, 2000).”
Teacher Roles of Questioning in Early Elementary Science Classrooms: A Framework Promoting Student Cognitive Complexities in Argumentation (2017, background): “For instance, when teachers ask more open-ended questions to encourage students to express their ideas and take responsibility for their own learning, the teachers may play the role of motivators to stimulate the generation of new ideas (Crawford 2000).”
Exploring preservice elementary teachers’ critique and adaptation of science curriculum materials in respect to socioscientific issues (2008, background): “It is a fundamental assumption of STS curricula (Aikenhead 1994; Barrett and Pedretti 2006; Hodson 2003) and project-based science curricula (Barab and Roth 2006; Crawford et al. 1999; Crawford 2000; Singer et al. 2000).”
How high-school students find and evaluate scientific information : A basis for information literacy skills development (2009, background): “All the recent research literature indicates that whilst the importance of scientific inquiry and its relationship with scientific literacy is clear, the means to achieve it is not (Schwartz, Lederman, & Crawford, 2004). Crawford (2000) similarly emphasized that teachers' ideas and practice about in”
Developing Sixth Graders’ Inquiry Skills to Construct Explanations in Inquiry‐based Learning Environments (2006, background): “Consistent with the characteristics identified by Crawford (2000), inquiry teaching in this study involved probing for reasoning, asking for elaboration, and fostering ownership of students.”
Reforming practice or modifying reforms?: Elementary teachers' response to the tools of reform (2007, background): “Research indicates that some teachers are openly embracing reform-oriented practices (Crawford, 2000), while others are either unable or unwilling to modify their curriculum or instruction to align more closely with current science”
Comparing the Impact of Online and Face-to-Face Professional Development in the Context of Curriculum Implementation (2013, background): “In preparing to implement the curriculum, teachers must extend their knowledge of environmental science, become comfortable with inquiry-based learning in general (Crawford, 2000), and the Learning-for-Use approach in particular, and become familiar with GIS software and how to teach with it.”
Moving from structured to open inquiry: Challenges and limits (2012, background): “Descriptors of roles for teachers using constructivist and inquiry-oriented approaches include "teacher as facilitator," and "teacher as guide" (Crawford, 2000, 2007; NRC, 2012). Crawford (2000) widened this scope, and claimed that the teacher in an inquirybased classroom must assume a myriad of rol”
Beginning Secondary Science Teachers in Different Induction Programmes: The first year of teaching (2009, neutral): “Since the publication of the NSES (NRC, 1996), researchers such as Crawford (2000) and Furtak (2006) have”