A Theoretical and Empirical Exploration of Intrinsic Problems in Designing Inquiry Activities

Autor/inn/en	Meyer, Daniel Z.; Meyer, Allison Antink; Nabb, Keith A.; Connell, Margaretann G.; Avery, Leanne M.
Titel	A Theoretical and Empirical Exploration of Intrinsic Problems in Designing Inquiry Activities
Quelle	In: Research in Science Education, 43 (2013) 1, S.57-76 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-011-9243-4
Schlagwörter	Science Education; Inquiry; Learning Activities; Educational Research; Barriers; Teaching Methods; Science Teachers; Teacher Educators; Problems; Teacher Characteristics; Theory Practice Relationship; Teacher Education Curriculum; Instructional Design + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Lernaktivität; Bildungsforschung; Pädagogische Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Problemsituation; Theorie-Praxis-Beziehung; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	A central concern in science education is promoting inquiry activities, and a significant amount of research in science education has addressed what inhibits this goal. However, this research has tended to be focused on implementation issues. Levels of implementation are correlated with extrinsic barriers such as time, resources and teacher knowledge, but the internal structure of inquiry remains unexamined. However, are there also some ways in which inquiry based instruction is intrinsically difficult? That is, given perfect conditions for implementation, is devising inquiry activities a non-trivial matter, and are there patterns to the difficulties in doing so? The aim of this paper is to provide both a theoretical and empirical basis for the intrinsic problems associated with the construction of inquiry activities. We present a theoretical framework that connects contemporary studies of science to the classroom context. We then examine a case study of teacher education students designing inquiry-based instruction to demonstrate empirical evidence of intrinsic problems. Our ultimate goal is to improve our ability as teacher educators to guide science teachers in fulfilling this central task of their work. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10