Teaching nature of science through inquiry: Results of a 3-year professional development program

By V. Akerson, D. Hanuscin. 2007

353 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/85ad840c44438f7d85f62bd20d090ba5a4501ca1

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. J. J. Matkins
2. Lisa A. Donnelly
3. B. Gansneder
4. Randy L. Bell
5. V. Akerson
6. S. Erduran
7. Selin Akgun
8. Busra Aksoz

In Education

1. J. J. Matkins
2. B. Gansneder
3. Randy L. Bell
4. Lisa A. Donnelly
5. Daniel Capps
6. Shaljan Areepattamannil
7. V. Akerson
8. S. Erduran

In Social Psychology

1. B. Gansneder
2. J. J. Matkins
3. Randy L. Bell
4. Lisa A. Donnelly
5. S. Erduran
6. Shaljan Areepattamannil
7. Selin Akgun
8. Busra Aksoz

Citations in the corpus

• Teaching Nature of Science to K‐2 Students: What understandings can they attain? (2010, background): “inferential, tentative and creative aspects of NOS that were explored Akerson and Volrich (2006) and Akerson and Hanuscin (2007). In the 2006 study, a pre-service teacher was able to improve first grade students’ views of NOS in her internship setting, and in the 2007 study experienced teachers who ”
• Impacts of Contextual and Explicit Instruction on Preservice Elementary Teachers' Understandings of the Nature of Science. (2011, positive): “Much of the subsequent research has supported this conclusion (Abd-El-Khalick & Akerson, 2004; Akerson & Hanuscin, 2007; Hanuscin, Akerson, & Phillipson-Mower, 2006; Khishfe, 2008; Scharmann, Smith, James, & Jensen, 2005; Schwartz, Lederman, & Crawford, 2004).”
• A Review of Empirical Literature on Inquiry Professional Development: Alignment with Best Practices and a Critique of the Findings (2012, background): “The remainder of the studies mentioned above appeared to be thorough in measuring growth in student knowledge as a result of the PD. Akerson and Hanuscin (2007) used pre- and postinterviews to document enhanced student knowledge of NOS.”
• Inquiry-Based Instruction and Teaching About Nature of Science: Are They Happening? (2013, background): “See Ackerson and Hanuscin (2007), Bryan (2003), Crawford (2007), and Luft (2001) for further description of the relationship between knowledge and beliefs and teachers’ classroom practice related to inquiry and NOS.”
• Reconceptualised family resemblance approach to nature of science in pre-service science teacher education (2018, methodology): “Inquiry-based approaches to science education have been used extensively to support the learning of NOS in science teacher education (e.g. Akerson & Hanuscin, 2007; Bianchini & Colburn, 2000).”
• Effects of Inquiry-Based Science Instruction on Science Achievement and Interest in Science: Evidence from Qatar (2012, background): “To better support teachers in scientific inquiry, there is a need to develop professional development workshops that more effectively support teachers in engaging in this complex practice (Akerson, Hanson, & Cullen, 2007; Akerson & Hanuscin, 2007; Zohar, 2008).”
• Do Different Levels of Inquiry Lead to Different Learning Outcomes? A comparison between guided and structured inquiry (2014, background): “Some believe in a natural progression from forms of inquiry that include structured procedure and explicit teachers’ instruction to more open forms (Akerson & Hanuscin, 2007; Cuevas, Lee, Hart, & Deaktor, 2005; Edelson, Gordin, & Pea, 1999; Lee, 2012); the zenith of which is probably Bell et al.’s…”