Enacting Classroom Inquiry: Theorizing Teachers' Conceptions of Science Teaching

Autor/inn/en	McDonald, Scott; Songer, Nancy Butler
Titel	Enacting Classroom Inquiry: Theorizing Teachers' Conceptions of Science Teaching
Quelle	In: Science Education, 92 (2008) 6, S.973-993 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.20293
Schlagwörter	Biodiversity; Science Teachers; Science Education; Curriculum; Grade 5; Technology Education; Teaching Methods; Educational Strategies; Inquiry; Science Instruction; Observation; Elementary Education; Educational Environment; Animals + Suchen Sie Ihr Suchwort? Biodiversität; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Naturwissenschaftliche Bildung; Curricula; Lehrplan; Rahmenplan; School year 05; 5. Schuljahr; Schuljahr 05; Technisch-naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Beobachtung; Elementarunterricht; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Animal; Tier; Tiere
Abstract	Translating written curricular materials into rich, complex, learning environments is an undertheorized area in science education. This study examines two critical cases of teachers enacting a technology-rich curriculum focused on the development of complex reasoning around biodiversity for fifth graders. Two elements emerged that significantly impact teacher enactment--their conceptions of authenticity (authentic learning/authentic science) and their view of science (descriptive/inferential). The results suggest that disentangling the common conflation of these two elements supports a broader definition of inquiry science teaching that is more sensitive to context and individual teacher enactment. (Contains 2 figures and 1 footnote.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10