The Relationship of Teacher-Facilitated, Inquiry-Based Instruction to Student Higher-Order Thinking

Autor/inn/en	Marshall, Jeff C.; Horton, Robert M.
Titel	The Relationship of Teacher-Facilitated, Inquiry-Based Instruction to Student Higher-Order Thinking
Quelle	In: School Science and Mathematics, 111 (2011) 3, S.93-101 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/j.1949-8594.2010.00066.x
Schlagwörter	Inquiry; Active Learning; Correlation; Mathematics Teachers; Science Instruction; Teaching Methods; Middle School Teachers; Observation; Mathematics Instruction; Science Teachers; Mathematical Concepts; Scientific Concepts; Thinking Skills; Urban Schools; Cognitive Processes + Suchen Sie Ihr Suchwort? Aktives Lernen; Korrelation; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Beobachtung; Mathematics lessons; Mathematikunterricht; Science; Science teacher; Wissenschaft; Denkfähigkeit; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Cognitive process; Kognitiver Prozess
Abstract	Commissions, studies, and reports continue to call for inquiry-based learning approaches in science and math that challenge students to think critically and deeply. While working with a group of middle school science and math teachers, we conducted more than 100 classroom observations, assessing several attributes of inquiry-based instruction. We sorted the observations into two groups based on whether students both explored underlying concepts before receiving explanations and contributed to the explanations. We found that in both math and science classrooms, when teachers had students both explore concepts before explanations and contribute to the explanations, a higher percent of time was spent on exploration and students were more frequently involved at a higher cognitive level. Further, we found a high positive correlation between the percent of time spent exploring concepts and the cognitive level of the students, and a negative correlation between the percent of time spent explaining concepts and the cognitive level. When we better understand how teachers who are successful in challenging students in higher-order thinking spend their time relative to various components of inquiry-based instruction, then we are better able to develop professional development experiences that help teachers transition to more desired instructional patterns. (Contains 2 tables and 3 figures.) (As Provided).
Anmerkungen	John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10