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The Influence of Guided Inquiry and Explicit Instruction on K-6 Teachers' Views of Nature of Science
Peer reviewed
Direct linkAkerson, Valarie L.; Hanson, Deborah L.; Cullen, Theresa A. – Journal of Science Teacher Education, 2007
This study assessed the influence of guided inquiry and explicit reflective instruction on K-6 teachers' views of nature of science (NOS). Using the Views of Nature of Science Elementary School Version 2 (VNOS-D2), and associated interviews we tracked the changes in NOS views of teacher participants prior to and following a summer professional…
Descriptors: Physics, Professional Development, Scientific Principles, Elementary Education
Hubbard, Paula; Abell, Sandra – Journal of Science Teacher Education, 2005
We examined the beliefs about science teaching and learning held by elementary preservice teachers in a science methods course, comparing students who had experienced an inquiry-based physics course with those who had not. Students who had taken the physics course prior to the methods semester were better equipped to recognize and learn from…
Descriptors: Beliefs, Preservice Teachers, Elementary School Teachers, Inquiry
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