Inquiry projects in science teacher education: What can investigative experiences reveal about teacher thinking and eventual classroom practice?

By Mark Windschitl. 2003

604 citations recorded by the source corpus.

Subfields: Education, General Agricultural and Biological Sciences

View Paper: https://www.semanticscholar.org/paper/a8902e52ece3aece8d84f38fc938781f9be27e4e

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In General Agricultural and Biological Sciences

Citations in the corpus

The development of science teachers' knowledge on models and modelling: promoting, characterizing, and understanding the process (2005, background): “…been emphasized by other researchers who have investigated teachers’ development (for example, Barnett and Hodson 2001, Bell and Gilbert 1996, Darling-Hammond and Snyder 2000, Davis 2003, Magnusson et al. 1999, Meijer et al. 1999, Putnam and Borko 2000, Schön 1987, Shulman 1987, Windschitl 2003).”
Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning (2006, background): “In addition, there is evidence that students who experience authentic inquiry are more apt to implement similar teaching strategies in their own classrooms (Windschitl, 2002).”
The use of inquiry in the development of preservice teacher efficacy in Mathematics and Science (2008, background): “Windschitl (2003) also found a connection between teacher education and eventual practice.”
Preservice Elementary Teachers’ Beliefs About Science Teaching (2008, background): “Windschitl (2003) examined PTs’ inquiry conceptions and how those conceptions changed during a science methods course.”
Assessing students' understanding of inquiry: What do prospective science teachers notice? (2013, background): “…for prospective teachers to engage in either inquiry experiences guided by theoretical models or well-supervised authentic science practices (Windschitl, 2003, 2004) could also be beneficial in helping prospective teachers develop inquiry teaching views compatible with the Next Generation…”
Understanding the Induction of a Science Teacher: The Interaction of Identity and Context (2013, neutral): “…that novice teachers need to have rich experiences with reformbased practices in order to be able to maintain such practices in difficult settings (Windschitl, 2003), some researchers have suggested that novices may have to go outside of transitional classrooms to find supportive environments for…”
Folk theories of “inquiry:” How preservice teachers reproduce the discourse and practices of an atheoretical scientific method (2004, background): “For example, in studies on inquiry projects with preservice science teachers, Windschitl (2001, 2002) found that the experience refined the inquiry conceptions of those participants who already had more sophisticated understanding of scientific investigations.”
Beginning teachers moving toward effective elementary science teaching (2009, background): “Yet teachers often misunderstand inquiry, seeing it as linear and lockstep (Windschitl, 2003) or equating it with “hands-on” or “student-directed” (NRC, 2000)—despite the notions of the essential features of inquiry and the “inquiry continuum” that describes inquiry along a range from student direct”
Inquiry-Based Instruction and Teaching About Nature of Science: Are They Happening? (2013, background): “This support should begin early in preservice teacher education with authentic inquiry experiences (Windschitl 2002) and continue as part of inservice professional development.”
A Review of Empirical Literature on Inquiry Professional Development: Alignment with Best Practices and a Critique of the Findings (2012, background): “Yet, most teachers do not use inquiry-based instruction in their science classrooms (Stake and Easley 1978; Wee et al. 2007; Wells 1995; Windschitl 2002).”
Curriculum design for inquiry: Preservice elementary teachers' mobilization and adaptation of science curriculum materials (2010, background): “They often view the nature of science as a body of facts rather than as negotiated and constructed through scientific practices (GessNewsome, 2002) and, even when they do acknowledge the epistemic practices of science, often perceive these practices as linear and lockstep rather than dynamic and ite”
Purposely Teaching for the Promotion of Higher-order Thinking Skills: A Case of Critical Thinking (2007, background): “Although the guiding ideas of science education reforms and the corresponding supporting teaching strategies have been, and are incorporated into teachers’ pre-service courses and in-service professional development programs, a substantial portion of these strategies are not implemented in the teach”
Darwin's missing link—a novel paradigm for evolution education (2006, background): “As Windschitl (2003) points out, “analyses of practice in various scientific communities have shown that there is no universal method and that science inquiry can take many different forms.””
Learning to Teach Science as Inquiry in the Rough and Tumble of Practice (2007, background): “This wide range of practice maps directly onto the research of Windschitl (2003).”
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 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”