Scientific Modeling for Inquiring Teachers Network (SMIT'N): The Influence on Elementary Teachers' Views of Nature of Science, Inquiry, and Modeling

Autor/inn/en	Akerson, Valarie L.; Townsend, J. Scott; Donnelly, Lisa A.; Hanson, Deborah L.; Tira, Praweena; White, Orvil
Titel	Scientific Modeling for Inquiring Teachers Network (SMIT'N): The Influence on Elementary Teachers' Views of Nature of Science, Inquiry, and Modeling
Quelle	In: Journal of Science Teacher Education, 20 (2009) 1, S.21-40 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1007/s10972-008-9116-5
Schlagwörter	Definitions; Scientific Principles; Learning Processes; Elementary School Teachers; Teacher Attitudes; Models; Inquiry; Professional Development; Workshops; Summer Programs; Science Instruction; Teaching Methods; Program Effectiveness; Inservice Teacher Education + Suchen Sie Ihr Suchwort? Begriffsbestimmung; Learning process; Lernprozess; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Analogiemodell; Lernwerkstatt; Schulung; Sommerkurs; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerfortbildung
Abstract	This paper summarizes the findings from a K-6 professional development program that emphasized scientific inquiry and nature of science within the theme of scientific modeling. During the 2-week summer workshop and follow up school year workshops, the instruction modeled a 5-E learning cycle approach. Pre and posttesting measured teachers' views of nature of science, inquiry, and scientific modeling. Teachers improved their views of nature of science (NOS) and inquiry by including scientific modeling in their definitions of how scientists work, the empirical nature of science, and the role of observations and inferences in science. Their definitions of science expanded from a knowledge-based orientation to a process-based orientation. Teachers added the use of mathematical formulas to their views of scientific modeling. Using scientific modeling as the central theme was effective in providing positive influence on teachers' views of inquiry and NOS. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10