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Autor/inn/enGengarelly, Lara M.; Abrams, Eleanor D.
TitelClosing the Gap: Inquiry in Research and the Secondary Science Classroom
QuelleIn: Journal of Science Education and Technology, 18 (2009) 1, S.74-84 (11 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1059-0145
DOI10.1007/s10956-008-9134-2
SchlagwörterGraduate Students; School Culture; Educational Change; Science Teachers; Science Education; Inquiry; Student Research; Science Process Skills; College School Cooperation; Secondary School Science; Secondary School Teachers; Teacher Role; Student Role; Fellowships
AbstractTeaching students how to conduct authentic scientific inquiry is an essential aspect of recent science education reform efforts. Our National Science Foundation-funded GK-12 program paired science graduate students--fellows--with secondary science teachers in order to enhance inquiry-based instruction. This research examined the roles of the fellows, teachers, and school culture in the implementation of inquiry and the fellows' conceptions of classroom inquiry versus that in their own research. Qualitative data were collected for two academic years. Overall, the classrooms shifted toward a more inquiry-oriented approach over the academic year. Several aspects of school culture influenced inquiry implementation. Fellows described their research as similar in overall structure but less constrained by known concepts, less guided by mentors, and more in-depth than that of secondary school students. The teacher-fellow scientist partnership is a potentially effective professional development model to create positive and lasting change within the science classroom. (As Provided).
AnmerkungenSpringer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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