The Influence of Guided Inquiry and Explicit Instruction on K-6 Teachers' Views of Nature of Science
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 partici...
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| Veröffentlicht in: | Journal of science teacher education 2007-10, Vol.18 (5), p.751-772 |
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| container_issue | 5 |
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| container_title | Journal of science teacher education |
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| creator | Akerson, Valarie L. Hanson, Deborah L. Cullen, Theresa A. |
| description | 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. |
| doi_str_mv | 10.1007/s10972-007-9065-4 |
| format | Article |
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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.</description><subject>Attitude Change</subject><subject>Elementary</subject><subject>Elementary Education</subject><subject>Elementary School Teachers</subject><subject>Empirical evidence</subject><subject>Inquiry</subject><subject>Interviews</subject><subject>Language teachers</subject><subject>Misconception</subject><subject>Nature of science</subject><subject>Outcomes of Education</subject><subject>Physics</subject><subject>Professional Development</subject><subject>Reflective Teaching</subject><subject>Science</subject><subject>Science education</subject><subject>Science Instruction</subject><subject>Science Teachers</subject><subject>Scientific belief</subject><subject>Scientific method</subject><subject>Scientific Principles</subject><subject>Summer Programs</subject><subject>Teacher Attitudes</subject><subject>Teacher Improvement</subject><subject>Teachers</subject><issn>1046-560X</issn><issn>1573-1847</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2007</creationdate><recordtype>article</recordtype><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><recordid>eNp1UF1LHTEQXURBa_sDBAtLX3yKnWy-oS8it9ZW9MHb0reQzSaYy7q5JrvY---bdcU3YWAOc86cYU5VnWA4xwDia8agRIMKRAo4Q3SvOsJMEIQlFfsFA-WIcfh7WH3IeQMASip8VHXrB1dfD76f3GBdHX19NYXOdWX2NIW0q83Q1at_2z7YMJZhHtNkxxCHutQvxOu1M_bBpXxW_wnuOc8Ot2ac0ovXvQ2z7cfqwJs-u0-v_bj6_X21vvyBbu6uri8vbpAlXI5IUdqKVjjuvbWtAkmxF8BahrGUpvxBG8uaBispiFCeKAq8aZ2SmIhG8oYcV18W322KT5PLo97EKQ3lpBYMKwFAoYjwIrIp5pyc19sUHk3aaQx6zlIvWeoZzllqWnZOlx2Xgn3Tr34KwWlDCv15oTd5jOmNpwQzTikr_LeFD4OP6dE8x9R3ejS7PiafzGBD1uT96_8BApmLFA</recordid><startdate>200710</startdate><enddate>200710</enddate><creator>Akerson, Valarie L.</creator><creator>Hanson, Deborah L.</creator><creator>Cullen, Theresa A.</creator><general>Routledge</general><general>Springer</general><general>Taylor & Francis Ltd</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7XB</scope><scope>88B</scope><scope>8A4</scope><scope>8FK</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>GNUQQ</scope><scope>M0P</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>Q9U</scope></search><sort><creationdate>200710</creationdate><title>The Influence of Guided Inquiry and Explicit Instruction on K-6 Teachers' Views of Nature of Science</title><author>Akerson, Valarie L. ; 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| ispartof | Journal of science teacher education, 2007-10, Vol.18 (5), p.751-772 |
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| source | JSTOR Archive Collection A-Z Listing; EBSCOhost Education Source; SpringerLink Journals - AutoHoldings |
| subjects | Attitude Change Elementary Elementary Education Elementary School Teachers Empirical evidence Inquiry Interviews Language teachers Misconception Nature of science Outcomes of Education Physics Professional Development Reflective Teaching Science Science education Science Instruction Science Teachers Scientific belief Scientific method Scientific Principles Summer Programs Teacher Attitudes Teacher Improvement Teachers |
| title | The Influence of Guided Inquiry and Explicit Instruction on K-6 Teachers' Views of Nature of Science |
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