Transcending Simple Forms of School Science Investigation:The Impact of Preservice Instruction on Teachers’ Understandings of Model-Based Inquiry

By Mark Windschitl, Jessica J. Thompson. 2006

181 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/e6ff5f7d04d6ae7731d71d464ec61f8aec877605

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Argumentation, Dialogue Theory, and Probability Modeling: Alternative Frameworks for Argumentation Research in Education (2011, background): “The Bayesian framework also affords an opportunity to teach about the nature of scientific modeling and to promote modelbased reasoning (Windschitl & Thompson, 2006).”
Effects of Inquiry-Based Science Instruction on Science Achievement and Interest in Science: Evidence from Qatar (2012, background): “…order process skill (Akerson et al., 2009) in which learners engage in scientific inquiry whose focus is on the creation, evaluation, and revision of scientific models that can be applied to understand and predict the natural world (Schwarz, 2009; Schwarz et al., 2009; Windschitl & Thompson, 2006).”
What Teachers of Science Need to Know about Models: An overview (2011, background): “One of the epistemic features of scientific knowledge is that it is revisable, which means that ‘scientific ideas can change in response to new evidence or because a phenomenon is conceptualised in an entirely different way’ (Windschitl et al., 2008, p. 944).”
Teachers’ Role in Students’ Learning at a Project-Based STEM High School: Implications for Teacher Education (2020, background): “Windschitl and Thompson (2006) found that explicit instruction helped preservice teachers develop their understanding and implementation of model-based inquiry.”
Rigor and Responsiveness in Classroom Activity (2016, background): “…pedagogical practices: (1) selecting scientifically important “big ideas” and models to teach that are also important to the lives of young learners (Windschitl & Thompson, 2006); (2) pressing students to develop evidence-based scientific explanations and arguments (Duschl, 2008; Sandoval, 2009;…”
Developing a Theory of Ambitious Early-Career Teacher Practice (2013, background): “A topic-centered focus would be definitions of high and low tide, frequency of occurrence, and locations (Roth et al., 2011; Windschitl & Thompson, 2006).”