Folk theories of “inquiry:” How preservice teachers reproduce the discourse and practices of an atheoretical scientific method

By Mark Windschitl. 2004

346 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/c46ad359432d6bcab65916eedb56b504c3c4b73e

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In Developmental and Educational Psychology

In Education

In Social Psychology

Citations in the corpus

Effects of Autonomy-Supportive Teaching on Student Learning and Motivation (2012, background): “…foothold in U.S. teaching policies, they have been found difficult to successfully implement (Roehrig & Luft, 2004; Wallace & Kang, 2004; Windschitl, 2004), and their effectiveness in increasing student learning and motivation has been contested by those critical of minimally guided…”
Characterizing the Level of Inquiry in the Undergraduate Laboratory. (2008, background): “…2007; Germann 1989; Germann, Haskins, and Auls 1996; Hancock, Kaput, and Goldsmith 1992; Martin-Hansen 2002; Kyle 1980; NRC 2000; Mohrig 2004; Mohrig, Hammond, and Colby 2007; Pavalich and Abraham 1977; Schwartz, Lederman, and Crawford 2004; Windschitl 2004; Windschitl and Buttemer 2000).”
Robotics to promote elementary education pre-service teachers' STEM engagement, learning, and teaching (2015, methodology): “Furthermore, the methods they use to teach the content largely mirrors how they wre taught (Belland, 2009; Windschitl, 2004).”
Resistance and the Development of Scientific Practice: Designing the Mangle Into Science Instruction (2015, methodology): “The use of the experiment represented in Figure 1 reflects its role in disciplinary activity as a tool for “getting a grip” on processes that are difficult to control, measure, and relate rather than an atheoretical test of covariation, as it is often portrayed in classroom settings (Lehrer et al., ”
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…”
Curriculum design for inquiry: Preservice elementary teachers' mobilization and adaptation of science curriculum materials (2010, background): “Preservice teachers generally possess less well-developed understandings of inquiry-based science (Davis, 2006; Windschitl, 2004).”
Responsive teaching and the beginnings of energy in a third grade classroom (2012, result): “Our account here builds on Radoff et al. (2010).”
Transcending Simple Forms of School Science Investigation:The Impact of Preservice Instruction on Teachers’ Understandings of Model-Based Inquiry (2006, background): “A final study shed light on secondary preservice teachers’ understandings of models not by asking about models themselves but through an analysis of how teachers conducted empirical investigations during a methods course (Windschitl, 2004).”
Mediated Modeling in Science Education (2007, neutral): “…Giere, 1994; Gilbert, 1991; Glas, 2002; Hafner & Stewart, 1995; Joshua & Dupin, 1989, 1999; Justi & Gilbert, 2002; Moreira & Greca, 1995; Nersessian, 1995; Passmore and Stewart, 2002; Redish, 1994; Shore et al., 1992; Smit & Finegold 1995; Steen, 1990; Viau, 1994; White, 1993; Windschitl, 2004).”
Understanding the co‐construction of inquiry practices: A case study of a responsive teaching environment (2012, background): “On the other hand, one could critique year 1’s instantiation of inquiry because the students’ divergent explorations did not ultimately feed into the larger purpose of constructing an explanatory account of evaporation and related phenomena (Chinn & Malhotra, 2002; Windschitl, 2004).”