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ERIC Number: EJ817830
Record Type: Journal
Publication Date: 2008-Nov
Pages: 21
Abstractor: As Provided
Reference Count: 49
ISBN: N/A
ISSN: ISSN-0036-8326
Enacting Classroom Inquiry: Theorizing Teachers' Conceptions of Science Teaching
McDonald, Scott; Songer, Nancy Butler
Science Education, v92 n6 p973-993 Nov 2008
Translating written curricular materials into rich, complex, learning environments is an undertheorized area in science education. This study examines two critical cases of teachers enacting a technology-rich curriculum focused on the development of complex reasoning around biodiversity for fifth graders. Two elements emerged that significantly impact teacher enactment--their conceptions of authenticity (authentic learning/authentic science) and their view of science (descriptive/inferential). The results suggest that disentangling the common conflation of these two elements supports a broader definition of inquiry science teaching that is more sensitive to context and individual teacher enactment. (Contains 2 figures and 1 footnote.)
John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5; Grade 6
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A