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ERIC Number: EJ852421
Record Type: Journal
Publication Date: 2003
Pages: 11
Abstractor: As Provided
Reference Count: 26
ISBN: N/A
ISSN: ISSN-1090-185X
Promoting Inquiry-Based Science Instruction: The Validation of the Science Teacher Inquiry Rubric (STIR)
Bodzin, Alec M.; Beerer, Karen M.
Journal of Elementary Science Education, v15 n2 p39-49 Fall 2003
The National Science Education Standards recognize that inquiry-based instruction holds significant promise for developing scientifically literate students. The Science Teacher Inquiry Rubric (STIR) was developed based upon the National Science Education Standards' essential features of inquiry instruction (NRC, 2000). A pilot study using a purposive sample of ten science teachers was conducted to establish the rubric as both an observation tool and a self-reflection instrument. While the overall correlation of the instrument (r=0.58) does not support its use as a self-assessment instrument, a perfect correlation between two raters (r=1) established the STIR as an effective observation tool. Additionally, the validation of the instrument provided various insights into the teaching of inquiry in science classrooms. (Contains 1 table and 1 figure.)
Western Illinois University. Document and Publications Services, 1 University Circle, Macomb, IL 61455-1390. Tel: 309-298-1917; Fax: 309-298-2869; e-mail: DPS@wiu.edu; Web site: http://www.wiu.edu/users/jese/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A