Scientific Inquiry And Science Teaching

By R. Bybee. 2006

222 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/cdb92017f7a7f8c404ba4ecdb25c401e914725ad

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. B. Crawford
2. J. Çakıroğlu
3. Watcharee Ketpichainarong
4. Ronny Scherer
5. H. Ertepınar
6. Jens F. Beckmann
7. Bhinyo Panijpan
8. Pintip Ruenwongsa

In Education

1. Daniel Capps
2. B. Crawford
3. J. Çakıroğlu
4. Watcharee Ketpichainarong
5. Ronny Scherer
6. H. Ertepınar
7. Jens F. Beckmann
8. Bhinyo Panijpan

In Social Psychology

1. B. Crawford
2. J. Çakıroğlu
3. Watcharee Ketpichainarong
4. Ronny Scherer
5. Jens F. Beckmann
6. Bhinyo Panijpan
7. Pintip Ruenwongsa
8. S. Erduran

Citations in the corpus

• Enhanced Learning of Biotechnology Students by an Inquiry-Based Cellulase Laboratory. (2010, methodology): “This approach emphasizes student questioning, investigating, and problem solving similar to the process scientists use to conduct their inquiries and investigations in the laboratory, at field sites, in the library, and in discussion with colleagues in such activities (Bybee, 2004; DeBore, 2004).”
• A Review of Empirical Literature on Inquiry Professional Development: Alignment with Best Practices and a Critique of the Findings (2012, background): “Many textbooks, unfortunately, promote an incorrect view of scientific inquiry, as proceeding in a prescribed, step-by-step fashion (Bybee 2004).”
• The acquisition of problem solving competence: evidence from 41 countries that math and science education matters (2014, background): “This finding was expected based on the conceptualizations of mathematical and scientific literacy within the PISA framework referring to shared cognitive processes such as information processing and reasoning (Kind 2013; OECD 2005), which are regarded as components of problem solving (Bybee 2004; Kl”
• The Nature of Pre-service Science Teachers’ Argumentation in Inquiry-oriented Laboratory Context (2013, background): “Inquiry as a teaching strategy for teaching science has two underlying goals (Bybee, 2004); one is to understand science as a way of knowing and explain the natural world, and second is to develop cognitive abilities and manipulative skills associated with scientific inquiry (p.”