Pedagogical Practices to Support Classroom Cultures of Scientific Inquiry

Autor/inn/en	Herrenkohl, Leslie Rupert; Tasker, Tammy; White, Barbara
Titel	Pedagogical Practices to Support Classroom Cultures of Scientific Inquiry
Quelle	In: Cognition and Instruction, 29 (2011) 1, S.1-44 (44 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-0008
Schlagwörter	Classroom Environment; School Culture; Inquiry; Science Instruction; Elementary School Science; Teaching Methods; Elementary School Teachers; Web Sites; Web Based Instruction; Elementary School Students; Hypothesis Testing; Teacher Education + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Schulkultur; Schulleben; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Web-Design; Web Based Training; Hypothesenprüfung; Hypothesentest; Lehrerausbildung; Lehrerbildung
Abstract	This article examines the pedagogical practices of two science inquiry teachers and their students using a Web-based system called Web of Inquiry (WOI). There is a need to build a collective repertoire of pedagogical practices that can assist elementary and middle school teachers as they support students to develop a complex model of inquiry based on testing alternative hypotheses. A repertoire of effective instructional practices may help students learn the language of science, develop an understanding of scientific tools and representations, and take up a scientific worldview that emphasizes the generative, social nature of science (National Research Council [NRC], 2007). The Web of Inquiry (WOI) (http://www.webofinquiry.org) is a dynamic website where students carry out scientific inquiry projects to develop and test their theories; learn scientific language, tools, and practices of investigation; engage in self assessment; and provide feedback to peers. Two teachers and their classes participated in this study using a variety of science content. We examine and discuss the teachers' use of instructional strategies to support students to develop a coherent and theoretically driven model of scientific inquiry using the WOI. Implications of this work are addressed with respect to student and teacher learning and preservice teacher education. (Contains 2 tables, 2 figures, and 6 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10