Professional Development in Inquiry-Based Science for Elementary Teachers of Diverse Student Groups.

By Okhee Lee, Juliet E. Hart, Peggy Cuevas, Craig K. Enders. 2004

222 citations recorded by the source corpus.

Subfields: Education, General Agricultural and Biological Sciences

View Paper: https://www.semanticscholar.org/paper/e48f919e71d91c2ced97c5fe360d59aa2ca5f624

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In Education

In General Agricultural and Biological Sciences

Citations in the corpus

The use of inquiry in the development of preservice teacher efficacy in Mathematics and Science (2008, background): “Furthermore, Lee et al. (2004) examined the impact of professional development on teachers’ initial beliefs and practices about inquiry-based science.”
Science and Scientific Curiosity in Pre-school—The teacher's point of view (2013, background): “Moreover, by using scientific language and discourse, teachers’ themselves can attain greater content knowledge, PCK and positive attitudes toward science (Lee, Hart, Cuevas, & Enders, 2004 ).”
Effects of Inquiry-Based Science Instruction on Science Achievement and Interest in Science: Evidence from Qatar (2012, background): “Despite differences in the measures of instruction, consistent with previous research (e.g., Lee et al., 2004; Wu & Hsieh, 2006), the results of the study indicated that inquiry-based science instruction had an effect on science achievement as well as on interest in science.”
The Effects of Discovery Learning on Students' Success and Inquiry Learning Skills (2009, background): “Inquiry in science consists of experiments and inquiring natural phenomena by discovery learning (Bruner, 1996; Lee et al., 2004).”
A Review of Empirical Literature on Inquiry Professional Development: Alignment with Best Practices and a Critique of the Findings (2012, methodology): “The remainder of the studies mentioned above appeared to be thorough in measuring growth in student knowledge as a result of the PD. Akerson and Hanuscin (2007) used pre- and postinterviews to document enhanced student knowledge of NOS.”
Science Education With English Language Learners: Synthesis and Research Agenda (2005, background): “Several studies involved all teachers at certain grades or from entire schools rather than volunteer teachers (Amaral et al., 2002; Hart & Lee, 2003; Lee et al., 2004).”
Improving science inquiry with elementary students of diverse backgrounds (2005, background): “The first workshop focused on inquiry-based science instruction (for additional information, see Lee et al., 2004).”