ERIC Number: EJ958367
Record Type: Journal
Publication Date: 2012-Apr
Abstractor: As Provided
Reference Count: 38
Knowing Inquiry as Practice and Theory: Developing a Pedagogical Framework with Elementary School Teachers
Poon, Chew-Leng; Lee, Yew-Jin; Tan, Aik-Ling; Lim, Shirley S. L.
Research in Science Education, v42 n2 p303-327 Apr 2012
In this paper, we characterize the inquiry practices of four elementary school teachers by means of a pedagogical framework. Our study revealed core components of inquiry found in theoretically-driven models as well as practices that were regarded as integral to the success of day-to-day science teaching in Singapore. This approach towards describing actual science inquiry practices--a surprisingly neglected area--uncovered nuances in teacher instructions that can impact inquiry-based lessons as well as contribute to a practice-oriented perspective of science teaching. In particular, we found that these teachers attached importance to (a) preparing students for investigations, both cognitively and procedurally; (b) iterating pedagogical components where helping students understand and construct concepts did not follow a planned linear path but involved continuous monitoring of learning; and (c) synthesizing concepts in a consolidation phase. Our findings underscore the dialectical relationship between practice-oriented knowledge and theoretical conceptions of teaching/learning thereby helping educators better appreciate how teachers adapt inquiry science for different contexts.
Descriptors: Foreign Countries, Elementary School Teachers, Science Instruction, Teaching Methods, Theory Practice Relationship, Inquiry, Scientific Concepts, Elementary School Science
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: Singapore