College science teachers' views of classroom inquiry

By Patrick L. Brown, Sandra K. Abell, Abdulkadir Demir, Frank Schmidt. 2006

175 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c12ce87d5475ef2302922b54ae96d19c9b927dfe

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Citations in the corpus

Inquiry-Based Instruction and Teaching About Nature of Science: Are They Happening? (2013, methodology): “After establishing the presence of inquiry and who initiated the inquiry for all 26 teachers’ sample lessons, we plotted each teacher’s highest score (across the available data sources) on a modified version of the inquiry continuum (Brown et al. 2006).”
Characterizing the Level of Inquiry in the Undergraduate Laboratory. (2008, methodology): “Certainly, college faculty perceive significant obstacles to the incorporation of inquiry into laboratories, as Brown et al. (2006) state, in part due to instructors’ conceptions of inquiry and its constraints: “However, we claim that the overriding constraint to implementing inquiry among the…”
Enhanced Learning of Biotechnology Students by an Inquiry-Based Cellulase Laboratory. (2010, methodology): “This finding corroborates those of Brown et al. (2006) and Howard and Miskowski (2005) that the inquiry approach seemed to enhance students understanding on the topic and to develop their critical thinking and problem solving skills.”
Assessing students' understanding of inquiry: What do prospective science teachers notice? (2013, background): “If our prospective science teachers believed that the main goal of inquiry in the science classroom is to help students learn ‘‘how to think’’ or ‘‘how to solve problems’’ (Brown et al., 2006), content understanding might had considered as a secondary goal during inquiry-based activities.”