Teachers' Performances during a Practical Dynamic Open Inquiry Process

Autor/inn/en	Zion, Michal; Schanin, Ilana; Shmueli, Ester Rimerman
Titel	Teachers' Performances during a Practical Dynamic Open Inquiry Process
Quelle	In: Teachers and Teaching: Theory and Practice, 19 (2013) 6, S.695-716 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2013.827457
Schlagwörter	Inquiry; Science Teachers; Teaching Methods; Science Instruction; Foreign Countries; Graduate Study; Teacher Improvement; Secondary School Science; Secondary School Teachers; Learning Processes; Metacognition; Israel + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Aufbaustudium; Graduiertenstudium; Hauptstudium; Learning process; Lernprozess; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition
Abstract	The research goal of this study was to determine whether teachers who participated in an inquiry-based course were able to internalize a dynamic open inquiry process. This study focused on 25 science teachers who participated in an annual inquiry-based academic course. Several teaching tools helped teachers employ an open inquiry process. We concluded that the teaching tools applied by teachers in documenting their inquiry processes enabled them to express dynamic inquiry characteristics. The results indicate consistency between the criteria most frequent in teachers' inquiries and the criteria running through their reflections. In addition, teachers implemented the dynamic inquiry criteria in their classroom teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10