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ERIC Number: EJ910737
Record Type: Journal
Publication Date: 2011
Pages: 44
Abstractor: As Provided
Reference Count: 77
ISBN: N/A
ISSN: ISSN-0737-0008
Pedagogical Practices to Support Classroom Cultures of Scientific Inquiry
Herrenkohl, Leslie Rupert; Tasker, Tammy; White, Barbara
Cognition and Instruction, v29 n1 p1-44 2011
This article examines the pedagogical practices of two science inquiry teachers and their students using a Web-based system called Web of Inquiry (WOI). There is a need to build a collective repertoire of pedagogical practices that can assist elementary and middle school teachers as they support students to develop a complex model of inquiry based on testing alternative hypotheses. A repertoire of effective instructional practices may help students learn the language of science, develop an understanding of scientific tools and representations, and take up a scientific worldview that emphasizes the generative, social nature of science (National Research Council [NRC], 2007). The Web of Inquiry (WOI) (http://www.webofinquiry.org) is a dynamic website where students carry out scientific inquiry projects to develop and test their theories; learn scientific language, tools, and practices of investigation; engage in self assessment; and provide feedback to peers. Two teachers and their classes participated in this study using a variety of science content. We examine and discuss the teachers' use of instructional strategies to support students to develop a coherent and theoretically driven model of scientific inquiry using the WOI. Implications of this work are addressed with respect to student and teacher learning and preservice teacher education. (Contains 2 tables, 2 figures, and 6 footnotes.)
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: Elementary Education; Grade 5; Grade 6; Middle Schools
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A