Anecdotal accounts from science educators suggest that few teachers are teaching science as inquiry. However, there is little empirical evidence to support this claim. This study aimed to provide evidence-based documentation of the state-of-use of inquiry-based instruction and explicit instruction about nature of science (NOS). We examined the…

This review brings together the literature on inquiry-based teaching and learning and science teacher professional development (PD). We present a targeted critical review of research focused specifically on the nature of PD programs purported to emphasize inquiry. Our review analyzes the features of each program and critiques the reported outcomes…

Explains what inquiry-based science instruction means and points out the difficulty of creating this kind of instruction for teachers who are inexperienced in teaching. Presents a case study of a preservice teacher who explored whether it is realistic to expect preservice teachers to create and carry out an inquiry-based classroom. (Contains 38…