| Title: |
Pedagogical Practices to Support Classroom Cultures of Scientific Inquiry |
| Language: |
English |
| Authors: |
Herrenkohl, Leslie Rupert; Tasker, Tammy; White, Barbara |
| Source: |
Cognition and Instruction. 2011 29(1):1-44. |
| Availability: |
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: |
Y |
| Page Count: |
44 |
| Publication Date: |
2011 |
| Intended Audience: |
Teachers |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Elementary Education; Grade 5; Grade 6; Middle Schools |
| Descriptors: |
Classroom Environment; School Culture; Inquiry; Science Instruction; Elementary School Science; Teaching Methods; Elementary School Teachers; Web Sites; Web Based Instruction; Elementary School Students; Hypothesis Testing; Teacher Education |
| DOI: |
10.1080/07370008.2011.534309 |
| ISSN: |
0737-0008 |
| Abstract: |
This article examines the pedagogical practices of two science inquiry teachers and their students using a Web-based system called Web of Inquiry (WOI). There is a need to build a collective repertoire of pedagogical practices that can assist elementary and middle school teachers as they support students to develop a complex model of inquiry based on testing alternative hypotheses. A repertoire of effective instructional practices may help students learn the language of science, develop an understanding of scientific tools and representations, and take up a scientific worldview that emphasizes the generative, social nature of science (National Research Council [NRC], 2007). The Web of Inquiry (WOI) (http://www.webofinquiry.org) is a dynamic website where students carry out scientific inquiry projects to develop and test their theories; learn scientific language, tools, and practices of investigation; engage in self assessment; and provide feedback to peers. Two teachers and their classes participated in this study using a variety of science content. We examine and discuss the teachers' use of instructional strategies to support students to develop a coherent and theoretically driven model of scientific inquiry using the WOI. Implications of this work are addressed with respect to student and teacher learning and preservice teacher education. (Contains 2 tables, 2 figures, and 6 footnotes.) |
| Abstractor: |
As Provided |
| Number of References: |
77 |
| Entry Date: |
2011 |
| Accession Number: |
EJ910737 |
| Database: |
ERIC |