NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ866564
Record Type: Journal
Publication Date: 2009-Apr
Pages: 22
Abstractor: As Provided
Reference Count: 34
ISBN: N/A
ISSN: ISSN-0950-0693
Scaffolding Science Teachers in Open-Inquiry Teaching
van der Valk, Ton; de Jong, Onno
International Journal of Science Education, v31 n6 p829-850 Apr 2009
The present study deals with a school-based professional development trajectory for secondary science teachers, aiming at scaffolding teachers in open-inquiry teaching for the topic of water quality. Its design was based on the leading principle of "guiding by scaffolding". Seven experienced teachers participated in institutional meetings and teaching at school. The research focused on designing scaffolding tools, addressing these tools in the meetings, and implementing them in the classroom. The main research data were obtained from meetings, classroom discussions, and observations. The results indicated that the professional development trajectory has promoted teachers' learning of scaffolding students in open inquiry, especially the ability to know when and how to give students a well-balanced combination of "structure" for open-inquiry learning and sufficient "space" for that. The implications for science teacher education are discussed. (Contains 7 figures and 8 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands