Closing the Gap: Inquiry in Research and the Secondary Science Classroom

Autor/inn/en	Gengarelly, Lara M.; Abrams, Eleanor D.
Titel	Closing the Gap: Inquiry in Research and the Secondary Science Classroom
Quelle	In: Journal of Science Education and Technology, 18 (2009) 1, S.74-84 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-008-9134-2
Schlagwörter	Graduate 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 + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schulkultur; Schulleben; Bildungsreform; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Naturwissenschaftliche Bildung; Studentenforschung; Lehrerrolle; Fellowship; Stipendium
Abstract	Teaching 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10