References
AAAS (1993). Benchmarks for Scientific Literacy, Oxford University Press, New York.
Anderson, R. (2002). Reforming science teaching: What research says about inquiry. Journal of Science Teacher Education 13: 1–12.
Barnett, M., Harwood, W., Keating, T., and Saam, J. (2002). Using emerging technologies to help bridge the gap between university theory and classroom practice: Challenges and successes. School Science and Mathematics 102: 299–313.
Blumenfeld, P., Soloway, E., Marx, R., Krajcik, J., Guzdial, M., and Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist 26: 369–398.
Brookhart, S. M., and Freeman, D. J. (1992). Characteristics of entering teacher candidates. Review of Educational Research 62: 37–60.
Cochran-Smith, M., and Lytle, S. L. (1999). Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education 24: 249–305.
Damnjanovic, A. (1999). Attitudes toward inquiry-based teaching: Differences between preservice and in-service teachers. School Science and Mathematics 99: 71–76.
Fetterman, D. M. (1988). Qualitative approaches to evaluating education. Educational Researcher 17: 17–23.
Friedrichsen, P. M., and Dana, T. M. (2003). Using a card-sorting task to elicit and clarify science-teaching orientations. Journal of Science Teacher Education 14: 291–309.
Grossman, P. L. (1991). Overcoming the apprenticeship of observation in teacher-education coursework. Teaching and Teacher Education 7: 345–357.
Harwood, W. S. (2004a). An activity model for scientific inquiry. The Science Teacher, January, 44–46.
Harwood, W. S. (2004b). A model for inquiry: Is the scientific method dead? Journal of College Science Teaching 34: 29–33.
Harwood, W. S., Barnett, G. M., and Hansen, J. (in press). Coming to terms with inquiry-based teaching through collaborative discussion, participation, and reflection. Journal of Research in Science Teching.
Harwood, W. S., and Lotter, C. (2004). Secondary Teachers’ Conceptions of Scientific Inquiry: Impact of a Summer Research Institute, Paper presented at National Association for Research in Science Teaching National Meeting, April 2004, Vancouver, BC.
Jonassen, D. H., Beissner, K., and Yacci, M. (1993). Structural knowledge Techniques for Representing, Conveying, and Acquiring Structural Knowledge, Lawrence Erlbaum Associates, Hillsdale, NJ.
Kagan, D. M. (1992). Implications of research on teacher belief. Educational Psychologist 27: 65–90.
Krajcik, J., Blumenfeld, P. C., Marx, R. W., Bass, K. M., Fredricks, J., and Soloway, E. (1998). Inquiry in project-based science classrooms: Initial attempts by middle school students. Journal of the Learning Sciences 7: 313–350.
Lortie, D. (1975). Schoolteacher, University Press, Chicago.
Lotter, C. (2004). Nature of Inquiry Teaching and Learning in a High School Biology Class, Paper presented at the annual meeting of the Association for the Education of Teaching of Science, Nashville, TN.
Lotter, C. (2005). The Influence of an Inquiry Professional Development Program on Secondary Science Teachers’ Conceptions and Use of Inquiry Teaching, Doctoral Dissertation defended June 10, 2005.
Lotter, C., Harwood, W. S., and Bonner, J. J. (in preparation). The impact of an inquiry professional development program on secondary science teachers’ conceptions of inquiry teaching.
Loucks-Horsley, S., and Matsumoto, C. (1999). Research on professional development of teachers of mathematics and science: The state of the scene. School Science and Mathematics 99: 258–271.
Marton, F. (1981). Phenomenography—Describing conceptions of the world around us. Instructional Science 10: 177–200.
Mellado, V. (1998). The classroom practice of preservice teachers and their conceptions of teaching and learning science. Science Education 82: 197–214.
NRC (1996). National Science Education Standards, National Academy Press, Washington, DC.
NRC (2000). Inquiry and the National Science Education Standards, National Academy Press, Washington, DC.
Pajares, M. F. (1992). Teachers beliefs and educational-research—Cleaning up a messy construct. Review of Educational Research 62: 307–332.
Reiff, R., Harwood, W. S., and Phillipson, T. (2002). A Scientific Method Based upon Research Scientists’ Conceptions of Scientific Inquiry, Paper presented at the 2002 AETS Convention. Available online at http://www.ed.psu.edu/CI/Journals/2002aets/f3_reiff_harwood_p.rtf accessed July 6, 2005
Rice, R. E., Sorcinelli, M. D., and Austin, A. E. (2000). Heeding New Voices: Academic Careers for a New Generation, American Association for Higher Education, Washington, DC.
Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In Sikula, J., Buttery, T., and Guyton, E. (Eds.), Handbook of Research on Teacher Education, MacMillan, New York, pp. 102–119.
Ryder, J., Leach, J., and Driver, R. (1999). Undergraduate science students’ images of science. Journal of Research in Science Teaching 36: 201–219.
Sawada, D., Piburn, M., Judson, E., Turley, J., Falconer, K., Russell, B., and Bloom, I. (2002). Measuring reform practices in science and mathematics classrooms: The reformed teaching observation protocol. School Science and Mathematics 102: 245–253.
Schauble, L., Klopfer, L. E., and Raghavan, K. (1991). Students’ transition from an engineering model to a science model of experimentation. Journal of Research in Science Teaching 28: 859–882.
Shumba, O., and Glass, L. W. (1994). Perceptions of coordinators of college freshman chemistry regarding selected goals and outcomes of high-school chemistry. Journal of Research in Science Teaching 31: 381–392.
Simmons, P. E., Emory, A., Carter, T., Coker, T., Finnegan, B., Crockett, D., Richardson, L., Yager, R., Craven, J., Tillotson, J., Brunkhorst, H., Twiest, M., Hossain, K., Gallagher, J., Duggan-Haas, D., Parker, J., Cajas, F., Alshannag, Q., McGlamery, S., Krockover, J., Adams, P., Spector, B., LaPorta, T., James, B., Rearden, K., and Labuda, K. (1999). Beginning teachers: Beliefs and classroom actions. Journal of Research in Science Teaching 36: 930–954.
Stein, M. K., Baxter, J. A., and Leinhardt, G. (1990). Subject-matter knowledge and elementary instruction: A case from functions and graphing. American Educational Research Journal 27: 639–663.
White, B. Y., and Frederiksen, J. R. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction 16: 3–118.
Wideen, M., Mayer-Smith, J., and Moon, B. (1998). A critical analysis of research on learning to teach: Making the case for an ecological perspective on inquiry. Review of Educational Research 68: 130–178.
Rights and permissions
About this article
Cite this article
Measuring Teacher Beliefs About Inquiry: The Development of a Blended Qualitative/Quantitative Instrument. J Sci Educ Technol 15, 69–79 (2006). https://doi.org/10.1007/s10956-006-0357-4
Issue Date:
DOI: https://doi.org/10.1007/s10956-006-0357-4