Student-Generated Scientific Inquiry for Elementary Education Undergraduates: Course Development, Outcomes and Implications
Purchase on Springer.com
$39.95 / €34.95 / £29.95*
Rent the article at a discountRent now
* Final gross prices may vary according to local VAT.
While some researchers have argued for science classrooms that embrace open-inquiry by engaging students in doing science as scientists do (cf. National Research Council [NRC] 1996; Driver et al. in Sci Educ 84:287–312, 2000; Windschitl et al. in Sci Educ 87(1):112–143, 2008), others have argued that open-inquiry is impractical, ineffective, and perhaps even counter-productive towards promoting normative scientific ideas (cf. Kirschner et al. in Educ Psychol 41(2):75–86, 2006; Settlage in J Sci Teach Educ 18:461–467, 2007). One of the challenges in informing the debate on this issue is the scarcity of well-documented courses that engage students in open-inquiry characteristic of scientific research. This paper describes the design, implementation, and outcomes of such a course for undergraduates planning on becoming elementary teachers. The goal of the class was to immerse future teachers in authentic, open-inquiry (without specific learning goals related to scientific concepts) in hopes that students would come away with a deeper understanding of the nature of science (NOS) and improved attitudes towards science. Data collected from a variety of sources indicate that an authentic, open-inquiry experience is feasible to implement in an undergraduate setting, gives students a more sophisticated NOS understanding, improves students’ attitudes towards science and open-inquiry, and changes the way they intend to teach science in their future classrooms.
- Abd-El-Khalick, F., & Lederman, N. (2000). Improving science teachers’ conceptions of nature of science: a critical review of the literature. International Journal of Science Education, 22(7), 665–701. CrossRef
- Akerson, V., Morrison, J., & McDuffie, A. (2006). One course is not enough: Preservice elementary teachers’ retention of improved views of nature of science. Journal of Research in Science Teaching, 43(2), 194–213. CrossRef
- American Association for the Advancement of Science. (1994). Benchmarks for science literacy. USA: Oxford University Press.
- Anderson, R. (2002). Reforming science teaching: What research says about inquiry. Journal of Science Teacher Education, 13(1), 1–12. CrossRef
- Belcher, J. (2003). Lessons learned from TEAL. The MIT Faculty Newsletter, 123(56), p. 5. Retrieved from http://tech.mit.edu/V123/N56/belcher56.56c.html.
- Bell, R., Matkins, J. J., & Gansneder, B. M. (2011). Impacts of contextual and explicit instruction on preservice elementary teachers’ understandings of the nature of science. Journal of Research in Science Teaching, 48(4), 413–436. CrossRef
- Chinn, C., & Malhotra, B. (2002). Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks. Science Education, 86(2), 175–218. CrossRef
- Crouch, C., & Mazur, E. (2001). Peer instruction: Ten years of experience and results. American Journal of Physics, 69(9), 970–977. CrossRef
- Driver, R., Newton, P., & Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms. Science Education, 84, 287–312. CrossRef
- Elby, A., & Hammer, D. (2001). On the substance of a sophisticated epistemology. Science Education, 85(5), 554–567. CrossRef
- Engle, R., & Conant, F. (2002). Guiding principles for fostering productive disciplinary engagement: Explaining an emergent argument in a community of learners classroom. Cognition and Instruction, 20(4), 399–483. CrossRef
- Erduran, S., & Jimenez-Aleixandre, M. (Eds.). (2007). Argumentation in science education: Perspectives from classroom-based research. Dordrecht: Springer.
- Ford, M. (2008). “Grasp of practice” as a reasoning resource for inquiry and nature of science understanding. Science & Education, 17, 147–177. CrossRef
- Gallagher, J. (1991). Prospective and practicing secondary school science teachers’ knowledge and beliefs about the philosophy of science. Science Education, 75(1), 121–133. CrossRef
- Graesser, A., & Person, N. (1994). Question asking during tutoring. American Educational Research Journal, 31(1), 104–137.
- Halloun, I. (2001). Student views about science: A comparative survey. Beirut, Lebanon: Educational Research Center.
- Halloun, I., & Hestenes, D. (1996). Views about sciences story. Saint Louis, MO: Presented at the National Association for Research in Science Teaching.
- Hammer, D., & Elby, A. (2002). On the form of a personal epistemology. In B. Hofer & P. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 169–190). Mahwah, NJ: Erlbaum.
- Hayes, M. (2002). Elementary preservice teachers’ struggles to define inquiry-based science teaching. Journal of Science Teacher Education, 13(2), 147–165. CrossRef
- Jarrett, O. (1999). Science interest and confidence among preservice elementary teachers. Journal of Elementary Science Education, 11(1), 49–59. CrossRef
- Jones, M., & Carter, G. (2008). Science teacher attitudes and beliefs. In S. Abell & N. Lederman (Eds.), Handbook of research on science education (pp. 1067–1104). New York, NY: Routledge.
- Kelly, G., Chen, C., & Crawford, T. (1998). Methodological considerations for studying science-in-the-making in educational settings. Research in Science Education, 28(1), 23–49. CrossRef
- Khishfe, R., & Abd-El-Khalick, F. (2002). Influence of explicit and reflective versus implicit inquiry‐oriented instruction on sixth graders’ views of nature of science. Journal of Research in Science Teaching, 39(7), 551–578. CrossRef
- Kirschner, P., Sweller, J., & Clark, R. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75–86. CrossRef
- Lederman, N. (2008). Nature of science: Past, present, and future. In S. Abell & N. Lederman (Eds.), Handbook of research on science education (pp. 831–879). New York, NY: Routledge.
- Lehrer, R., & Schauble, L. (2000). Modeling in mathematics and science. In R. Glaser (Ed.), Advances in instructional psychology (Vol. 5, pp. 101–159). Mahwah, NJ: Lawrence Erlbaum Associates.
- Lustick, D. (2009). The failure of inquiry: Preparing science teachers with an authentic investigation. Journal of Science Teacher Education, 20, 583–604. CrossRef
- Marshall, C., & Rossman, G. B. (2010). Designing qualitative research (5th ed.). Thousand Oaks, CA: Sage Publications.
- Mathematics and Science Teacher Education Program. (1998). MASTEP Survey of Students in funded courses. Retrieved from http://www.oerl.sri.com/instruments/te/studattsurv/instr81.html.
- McComas, W., Almazroa, H., & Clough, M. (1998). The nature of science in science education: An introduction. Science & Education, 7(6), 511–532. CrossRef
- Melear, C., Goodlaxson, J., Warne, T., & Hickok, L. (2000). Teaching preservice science teachers how to do science: Responses to the research experience. Journal of Science Teacher Education, 11, 77–90. CrossRef
- Melville, W., Fazio, X., Bartley, A., & Jones, D. (2008). Experience and reflection: Preservice science teachers’ capacity for teaching inquiry. Journal of Science Teacher Education, 19(5), 477–494. CrossRef
- Mills, G. E. (2007). Action research: A guide for the teacher researcher (3rd ed.). Upper Saddle River, NJ: Prentice Hall.
- Morrison, J. (2008). Individual inquiry investigations in an elementary science methods course. Journal of Science Teacher Education, 20(2), 13–21.
- National Research Council. (1996). National science education standards. Washington, DC: National Academies Press.
- National Research Council. (2007). Taking science to school: Learning and teaching science in grades K-8. Washington, DC: National Academies Press.
- Osborne, J. (2010). Arguing to learn in science: The role of collaborative, critical discourse. Science, 328(5977), 463–466. CrossRef
- Osborne, J., Collins, S., Ratcliffe, M., Millar, R., & Duschl, R. (2003). What “ideas about science” should be taught in school science? A Delphi study of the expert community. Journal of Research in Science Teaching, 40(7), 692–720. CrossRef
- Patton, M. (2001). Qualitative Research and Evaluation Methods (3rd ed.). Thousand Oaks, CA: Sage Publications.
- Pugh, K., Linnenbrink-Garcia, L., Koskey, K., Stewart, V., & Manzey, C. (2010). Teaching for transformative experiences and conceptual change: A case study and evaluation of a high school biology teacher. Cognition and Instruction, 28(3), 273–316. CrossRef
- Roth, W., & Roychoudhury, A. (1993). The development of science process skills in authentic contexts. Journal of Research in Science Teaching, 30(2), 127–152. CrossRef
- Salter, I., & Atkins, L. (2011). Student-generated scientific inquiry: Rethinking science notebooks. Minneapolis, MN: Experiential session presented at the annual conference of the Association for Science Teacher Education.
- Sandoval, W. (2005). Understanding students’ practical epistemologies and their influence on learning through inquiry. Science Education, 89(4), 634–656. CrossRef
- Schwab, J. (1962). The teaching of science as enquiry. In J. Schwab & P. Brandwein (Eds.), The teaching of science (pp. 1–103). Cambridge, MA: Harvard University Press.
- Schwartz, R., & Crawford, B. (2006). Authentic scientific inquiry as context for teaching nature of science. In L. Flick & N. Lederman (Eds.), Scientific inquiry and the nature of science (pp. 331–355). The Netherlands: Scientific Inquiry and Nature of Science.
- Schwartz, R., Lederman, N., & Crawford, B. (2004). Developing views of nature of science in an authentic context: An explicit approach to bridging the gap between nature of science and scientific inquiry. Science Education, 88, 610–645. CrossRef
- Settlage, J. (2007). Demythologizing science teacher education: Conquering the false ideal of open inquiry. Journal of Science Teacher Education, 18, 461–467. CrossRef
- Shapiro, B. (1996). A case study of change in elementary student teacher thinking during an independent investigation in science: Learning about the “face of science that does not yet know”. Science Education, 80(5), 535–560. CrossRef
- Tosun, T. (2000). The beliefs of preservice elementary teachers toward science and science teaching. School Science and Mathematics, 100(7), 374–379. CrossRef
- van Zee, E., Hammer, D., Bell, M., Roy, P., & Peter, J. (2005). Learning and teaching science as inquiry: A case study of elementary school teachers’ investigations of light. Science Education, 89(6), 1007–1042. CrossRef
- Varelas, M., House, R., & Wenzel, S. (2005). Beginning teachers immersed into science: Scientist and science teacher identities. Science Education, 89, 492–516. CrossRef
- Varma, T., Volkmann, M., & Hanuscin, D. (2009). Preservice elementary teachers’ perceptions of their understanding of inquiry and inquiry-based science pedagogy: Influence of an elementary science education methods course and a science field experience. Journal of Elementary Science Education, 21(4), 1–22. CrossRef
- Watters, J., & Ginns, I. (2000). Developing motivation to teach elementary science: Effect of collaborative and authentic learning practices in preservice education. Journal of Science Teacher Education, 11(4), 301–322. CrossRef
- Windschitl, M. (2003). Inquiry projects in science teacher education: What can investigative experiences reveal about teacher thinking and eventual classroom practice? Science Education, 87(1), 112–143. CrossRef
- Windschitl, M. (2004). Folk theories of “inquiry:” How preservice teachers reproduce the discourse and practices of an atheoretical scientific method. Journal of Research in Science Teaching, 41(5), 481–512. CrossRef
- Windschitl, M., Thompson, J., & Braaten, M. (2008). Beyond the scientific method: Model-based inquiry as a new paradigm of preference for school science investigations. Science Education, 92, 941–967. CrossRef
- Student-Generated Scientific Inquiry for Elementary Education Undergraduates: Course Development, Outcomes and Implications
Journal of Science Teacher Education
Volume 24, Issue 1 , pp 157-177
- Cover Date
- Print ISSN
- Online ISSN
- Springer Netherlands
- Additional Links
- Scientific inquiry
- Authentic inquiry
- Open inquiry
- Preservice elementary teachers
- Nature of science
- Attitudes towards science