Understanding inquiry science teaching in context: A case study of an elementary teacher

Journal of Science Teacher Education

Volumn 10, Issue 4, 1999, Pages 315-333

  Keys, Carolyn W ^a   Kennedy, Virginia ^b  

^a UNIVERSITY OF GEORGIA   (United States)

^b Tara Elementary School   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0345964902     PISSN: 1046560X     EISSN: 15731847     Source Type: Journal    
DOI: 10.1023/A:1009406511999     Document Type: Article

References (20)

1. Bird, M. D. & Weller, H. G. (March, 1997). Cultures in conflict: The role of teacher knowledge in inquiry science lessons. Paper presented at the annual meeting for the National Association of Research in Science Teaching, Chicago, IL.
2. Carnes, G. N. (March, 1997). Teacher conceptions of inquiry and related teaching practices. Paper presented at the annual meeting for the National Association of Research in Science Teaching, Chicago, IL.
3. Crawford, B. A. (March, 1997). A community of inquiry: Changing roles for teachers and students. Paper presented at the annual meeting for the National Association of Research in Science Teaching, Chicago, IL.
4. Crawford, B. A. (April, 1998). Creating and sustaining an inquiry-based classroom: A different view of teacher's work. Paper presented at the annual meeting for the National Association of Research in Science Teaching, San Diego, CA.
5. Cronin-Jones, L. L. (1991). Science teacher beliefs and their influence on curriculum implementation: Two case studies. Journal of Research in Science Teaching, 28, 235-250.
6. Erickson, F. (1986). Qualitative methods in research on teaching. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed.). New York: Macmillan, pp. 119-161.
7. Flick, L. B. (March, 1997). Focusing research on teaching practices in support of inquiry. Paper presented at the annual meeting for the National Association of Research in Science Teaching, Chicago, IL.
8. Glaser, B. G. & Strauss B. G. (1967). The discovery of grounded theory: Strategies for qualitative research. New York: Aldine De Gruyter.
9. Harcourt Brace & Company. (1995). Science anytime: Weather watch. Orlando, FL: Author.
10. Lijnse, P. L. (1995). "Developmental research" as a way to an empirically based "didactical structure" of science. Science Education, 79, 189-199.
11. Lynch, S. (1997). Novice teachers' encounter with national science education reform: Entanglements or intelligent interconnections? Journal of Research in Science Teaching, 34, 3-17.
12. National Research Council. (1996). The National Science Education Standards. Washington, D. C.: National Academy Press.
13. National Science Teachers Association. (1997). Pathways to the Science Standards: Guidelines for moving the vision into practice. Washington, D. C.: NSTA Press.
14. Olson, J. (1981). Teacher influence in the classroom: A context for understanding curriculum translation. Instructional Science, 10, 259-275.
15. Scholastic Inc. (1995). Hands-on physical science: Light- exploring the energy you see. New York: Author.
16. Strauss, A. L. (1987). Qualitative analysis for social scientists. New York: Cambridge University Press.
17. Welch, W. W., Klopfer, L. E., Aikenhead, G. S., & Robinson, J. T. (1981). The role of inquiry in science education: Analysis and recommendations. Science Education, 65, 33-50.
18. Wells, G. (1995). Language and the inquiry-oriented curriculum. Curriculum Inquiry, 25, (3), 233-269.
19. Yager, R. E. (1991, September). The constructivist learning model. The Science Teacher, pp. 52-57.
20. Yaros, R. & Roberson, T. (1988). Weatherschool teacher resource guide. St. Louis, MO: Yaros Communications Inc.