ERIC Number: EJ776423
Record Type: Journal
Publication Date: 2007-Oct
Reference Count: 0
The Influence of Guided Inquiry and Explicit Instruction on K-6 Teachers' Views of Nature of Science
Akerson, Valarie L.; Hanson, Deborah L.; Cullen, Theresa A.
Journal of Science Teacher Education, v18 n5 p751-772 Oct 2007
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.
Descriptors: 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
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: firstname.lastname@example.org; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Elementary Secondary Education
Authoring Institution: N/A