Epistemologically Authentic Inquiry in Schools: A Theoretical Framework for Evaluating Inquiry Tasks

By Clark A. Chinn, Betina A. Malhotra. 2002

1,374 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/d7c535ae48cc29f5e87f0a64c43a0c728080241e

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

In Education

Citations in the corpus

Source Evaluation, Comprehension, and Learning in Internet Science Inquiry Tasks (2009, background): “This form of “pseudo-inquiry” does not require the complex comprehension and integrative processing that a true inquiry task does (Chinn & Malhotra, 2002; Guthrie, 1988; Mosenthal, 1996).”
Affordances and Limitations of Immersive Participatory Augmented Reality Simulations for Teaching and Learning (2009, background): “Yet creating classroom activities that allow students to engage in authentic practices that involve communities of learning is challenging, especially when it comes to authentic practices of science (Chinn and Malhotra 2002).”
A Framework for Analyzing Cognitive Demand and Content-Practices Integration: Task Analysis Guide in Science (2015, background): “Even when some integration of practices and content is evident in hands-on inquiry activities, these activities often do not reflect the core attributes of authentic scientific practices that scientists actually engage with when they do science (Chinn & Malhotra, 2002).”
Folk theories of “inquiry:” How preservice teachers reproduce the discourse and practices of an atheoretical scientific method (2004, background): “These findings are consistent with an analysis of typical school-inquiry experiences by Chinn and Malhotra (2002), who reported:”
Sourcing in Text Comprehension: a Review of Interventions Targeting Sourcing Skills (2018, positive): “What constitutes inquiry tasks has been debated (e.g., Chinn & Malhotra, 2002; Loyens & Rikers, 2011), but it seems to be agreed that some types of research questions are the point of departure for those tasks.”
The challenges of teaching and learning about science in the twenty-first century: exploring the abilities and constraints of adolescent learners (2012, background): “Though not without their challenges (Chinn & Malhotra, 2002; Kirschner, Sweller, & Clark, 2006; Settlage, 2007), these approaches have the potential to be effective in secondary science education due to both the greater cognitive capabilities of the students and the greater content expertise of…”
Correlates of intellectual risk taking in elementary school science (2009, positive): “By doing so, teachers help students recognize that uncertainty and multiple perspectives signify engagement in ‘‘authentic scientiﬁcinquiry’’ (Chinn & Malhotra, 2002) as opposed to ‘‘a failure to converge immediately on ‘the right answer’ ’’ (Bransford & Donovan, 2005, p. 415).”
‘Am I Like a Scientist?’: Primary children's images of doing science in school (2014, background): “Authenticity has been considered as a significant construct for teaching and learning science as inquiry (Chinn & Malhotra, 2002; Crawford, 2007, 2012).”
Learning science through inquiry in kindergarten (2008, background): “Many researchers have urged the adoption of more authentic inquiry-based pedagogies to enhanced science learning (Chinn & Malhotra, 2001; Singer, Marx, Krajcik, & Chambers, 2000; White & Frederiksen, 1998).”
Robotics to promote elementary education pre-service teachers' STEM engagement, learning, and teaching (2015, background): “Thus, if teacher preparation informed by authentic sc ence inquiry is not sufficiently provided, teachers will likely teach STEM in either a lecture-driven manner (Belland, 2009) or guided by pseudoscience (Chinn & Malhotra, 2002; Windschitl, 2004).”
Moving from structured to open inquiry: Challenges and limits (2012, methodology): “…claim that this method achieves a higher level of inquiry, in which the students become more familiar with the nature of scientific knowledge, develop greater inquiry skills and practices, and engage in higher-order thinking (Berg et al., 2003; Chinn & Malhotra, 2002; Krystyniak & Heikkinen, 2007).”
Characteristics of professional development that effect change in secondary science teachers' classroom practices (2005, background): “Chinn and Malhotra (2002) argued that ‘‘ . . . reading expert research reports play almost no role at all in simple forms of school science.”