The Influence of Guided Inquiry and Explicit Instruction on K-6 Teachers' Views of Nature of Science

Autor/inn/en	Akerson, Valarie L.; Hanson, Deborah L.; Cullen, Theresa A.
Titel	The Influence of Guided Inquiry and Explicit Instruction on K-6 Teachers' Views of Nature of Science
Quelle	In: Journal of Science Teacher Education, 18 (2007) 5, S.751-772 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1007/s10972-007-9065-4
Schlagwörter	Physics; Professional Development; Scientific Principles; Elementary Education; Elementary School Teachers; Teacher Attitudes; Reflective Teaching; Inquiry; Interviews; Summer Programs; Science Instruction; Outcomes of Education; Teacher Improvement; Attitude Change; Science Teachers + Suchen Sie Ihr Suchwort? Physik; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Interviewing; Interviewtechnik; Sommerkurs; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lernleistung; Schulerfolg; Attitudinal change; Einstellungsänderung; Science; Science teacher; Wissenschaft
Abstract	This study assessed the influence of guided inquiry and explicit reflective instruction on K-6 teachers' views of nature of science (NOS). Using the Views of Nature of Science Elementary School Version 2 (VNOS-D2), and associated interviews we tracked the changes in NOS views of teacher participants prior to and following a summer professional development program. The teachers participated in guided inquiry to improve physics knowledge, and explicit-reflective NOS activities to improve their views of NOS. Videotaped records of the workshop ensured that explicit reflective NOS instruction took place in conjunction with physics inquiry instruction. Analysis indicated that teachers improved their NOS views by the conclusion of the institute. Implications for providing professional development combining inquiry and NOS instruction are made. (Author).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10