Teaching the Nature of Science through Inquiry to Prospective Elementary Teachers: A Tale of Two Researchers

By Julie Bianchini, A. Colburn. 2000

163 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/d27867240fe3dc2aa8cabebf4eccca68cc6aafeb

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. Randy L. Bell
2. F. Abd‐El‐Khalick
3. J. J. Matkins
4. V. Akerson
5. S. Erduran
6. Selin Akgun
7. Busra Aksoz
8. Ebru Kaya

In Education

1. Randy L. Bell
2. F. Abd‐El‐Khalick
3. J. J. Matkins
4. V. Akerson
5. S. Erduran
6. Selin Akgun
7. Busra Aksoz
8. Ebru Kaya

In Social Psychology

1. Randy L. Bell
2. J. J. Matkins
3. F. Abd‐El‐Khalick
4. V. Akerson
5. Jari Lavonen
6. S. Erduran
7. Selin Akgun
8. Busra Aksoz

Citations in the corpus

• The Influence of Metacognitive Training on Preservice Elementary Teachers’ Conceptions of Nature of Science (2009, background): “However, there is evidence to support the potential of substantially enhancing elementary teachers’ understandings of NOS in such a setting (eg, Barufaldi, Bethel, & Lamb, 1977 ; Bianchini & Colburn, 2000 ; Shapiro, 1996 ), especially when an explicit‐reflective approach is used to achieve this e”
• Awakening the Scientist Inside: Global Climate Change and the Nature of Science in an Elementary Science Methods Course (2007, background): “In many cases, the elementary science methods course is the only place where elementary teachers are exposed to ideas about the nature of science (Abd-El-Khalick, 2001; Bianchini & Colburn, 2000 ).”
• 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).”
• Urban Middle-School Students' Attitudes Toward a Defined Science (2004, background): “But is this true? Do all people—students, teachers, and scientists alike—share the same definition of science? We know from some of the nature of sciences studies and studies in the philosophy of science that this is not the case (Bianchini et al., 2002; Bianchini & Colburn, 2000; Brickhouse, 1994”
• The Effect Of The Inquiry-Based Learning Approach On Student’s Critical Thinking Skills (2016, background): “IBL also requires students to conduct scientific reasoning and use critical thinking when combining scientific knowledge and processes to generate a perception of science (Bianchini & Colburn, 2000).”
• A Teacher–Researcher Partnership for Professional Learning: Co-Designing Project-Based Learning Units to Increase Student Engagement in Science Classes (2021, background): “Individual and collaborative reflections on beliefs and experiences are essential for professional learning (Bianchini & Colburn, 2000; Mansvelder-Longayroux et al., 2007).”
• Dilemmas of Teaching Inquiry in Elementary Science Methods (2004, background): “The first solution was to provide the students multiple readings on inquiry, including sections of the standards (Ash & Kluger-Bell, 1999; Bloom, 2000; Colburn, 2000; Kluger-Bell, 1999; National Research Council, 1996, 2000; Whitin & Whitin, 1997).”
• Investigating the Effectiveness of Inquiry Instruction on the Motivation of Different Learning Styles Students (2005, background): “Previous studies done in this area addressed the nature of students’ conducting inquiry activities ( Colburn & Bianchini, 2000; Pappas, 2000; Tomkins & Tunnicliffe, 2001), while few studies have explored whether students with different learning style can benefit from this kind of teaching approach.”