Fostering Teachers' Reflections on the Dynamic Characteristics of Open Inquiry through Metacognitive Prompts

Autor/inn/en	Adler, Idit; Zion, Michal; Rimerman-Shmueli, Esther
Titel	Fostering Teachers' Reflections on the Dynamic Characteristics of Open Inquiry through Metacognitive Prompts
Quelle	In: Journal of Science Teacher Education, 30 (2019) 7, S.763-787 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2019.1627060
Schlagwörter	Reflective Teaching; Cues; Metacognition; Active Learning; Inquiry; Faculty Development; Science Teachers; Attention Control; Mathematics Teachers; Masters Programs; Foreign Countries; Science Instruction; Learning Processes; Scaffolding (Teaching Technique); Israel + Suchen Sie Ihr Suchwort? Stichwort; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Aktives Lernen; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Aufmerksamkeitstest; Mathematics; Mathematik; Magister course; Magisterstudiengang; Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Learning process; Lernprozess
Abstract	This study examined teachers' expressions of the dynamic characteristics of open inquiry, which emphasize the scientific, continuous, and flexible thinking and affective aspects associated with the inquiry process. Metacognitive prompts supported teachers' reflections as they engaged in an open inquiry process. Using both qualitative and quantitative methods, we analyzed teachers' reflections and characterized their expressions of the dynamic characteristics of open inquiry. The results indicate that metacognitive prompts focused teachers' attention to the characteristics of open inquiry, which were expressed in their reflections. These expressions varied according to the metacognitive prompts used to support the teachers. The results have implications for teachers' professional development, specifically for the design of metacognitive prompts to support teachers in internalizing the dynamic nature of open inquiry. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01