ERIC Number: EJ788795
Record Type: Journal
Publication Date: 2008-Feb
Reference Count: 38
Elementary Teachers' Progressive Understanding of Inquiry through the Process of Reflection
Moseley, Christine; Ramsey, Sarah J.
School Science and Mathematics, v108 n2 p49 Feb 2008
What is inquiry? Although many teachers are using inquiry based curricula, often they have not engaged in answering or personalizing this question. This study examines teachers' changing definitions of inquiry over a semester using the process of guided reflection. Through inquiry experiences and reflection, these teachers developed and communicated a more sophisticated understanding of inquiry. The findings suggest that conscious consideration of what inquiry means assisted teachers in broadening their perceptions of inquiry in four distinct aspects: (1) inquiry is a coherent process consisting of particular actions; (2) inquiry exists on a continuum; (3) the goal of inquiry is science conceptual development; and (4) inquiry provides a context for building connections between those engaged in inquiry, science and other content areas, and science and life.
Descriptors: Elementary School Teachers, Inquiry, Reflective Teaching, Preservice Teachers, Preservice Teacher Education
School Science and Mathematics Association. Texas A&M University, TAMU 4232, College Station, TX 77843. Tel: 979-862-8100; e-mail: firstname.lastname@example.org; Web site: http://ssmj.tamu.edu
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A