Reforming science teaching: What research says about inquiry

Journal of Science Teacher Education

Volumn 13, Issue 1, 2002, Pages 1-12

  Anderson, Ronald D ^a  

^a UNIVERSITY OF COLORADO   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 2442458399     PISSN: 1046560X     EISSN: 15731847     Source Type: Journal    
DOI: 10.1023/A:1015171124982     Document Type: Review

References (27)

1. Anderson, R.D. (1983). A consolidation and appraisal of science meta-analyses. Journal of Research in Science Teaching, 20(5), 497-509.
2. Anderson, R.D. (1996). Study of curriculum reform. Washington, DC: U.S. Government Printing Office.
3. Blumenfeld, P.C., Krajcik, J.S., Marx, R.W., & Soloway, E. (1994). Lessons learned: How collaboration helped middle grade science teachers learn project-based instruction. The Elementary School Journal, 94(5), 539-551.
4. Bredderman, T. (1982). Elementary school science process programs: A meta-analysis of evaluation studies. Final report of NSF-RISE Grant SED 79-18717.
5. Druva, C.A. & Anderson, R.D. (1983). Science teacher characteristics by teacher behavior and by student outcome. Journal of Research in Science Teaching, 20(5), 467-479.
6. Duschl, R.A. & Gitomer, D.H. (1997). Strategies and challenges to changing the focus of assessment and instruction in science classrooms. Educational Assessment, 4(1), 37-73.
7. Duschl, R.A. & Hamilton, R.J. (1998). Conceptual change in science and in the learning of science. In B.J. Fraser & K.G. Tobin (Eds.), The International Handbook of Science Education, (pp. 1047-1065). Dordrecht, The Netherlands: Kluwer Academic Publishers.
8. Flick, L.B. (1995). Complex classrooms: A synthesis of research on inquiry teaching methods and explicit teaching strategies. Paper presented at the annual meeting of the National Association for Research in Science Teaching, San Francisco. (ED 383 563).
9. Gitomer, D.H. & Duschl, R.A. (1998). Emerging Issues and Practices in Science Assessment. In B.J. Fraser & K.G. Tobin (Eds.), The International Handbook of Science Education, (pp. 791-810). Dordrecht, The Netherlands: Kluwer Academic Publishers.
10. Haury, D.L. (1993). Teaching science through inquiry. ERIC CSMEE Digest, March. (ED 359 048).
11. Heywood, J. & Heywood, S. (1992). The training of student-teachers in discovery methods of instruction and learning. Research in Teacher Education Monograph Series. (No. 1/92) Dublin, Ireland: Department of Teacher Education, The University of Dublin. (ED 358 034).
12. Hodson, D. (1993). Philosophic stance of secondary school science teachers, curriculum experiences, and children's understanding of science: Some preliminary findings. Interchange, 24(1&2), 41-52.
13. Huveyda, B., NEED. (1994). The effect of the inquiry teaching method on biochemistry and science process skill achievements. Biochemical Education, 22(1), 29-32.
14. Krajcik, J.S., Blumenfeld, P.C., Marx, R.W., & Soloway, E. (1994). A collaborative model for helping middle grade science teachers learn project-based instruction. The Elementary School Journal, 94(5), 483-497.
15. Ladewski, B.J., Krajcik, J.S., & Harvey, C.L. (1994). A middle grade science teacher's emerging understanding of project-based instruction. The Elementary School Journal, 94(5), 499-515.
16. Layman, J.W., Ochoa, G., Heikkinen, H. (1996). Inquiry and learning: Realizing science standards in the classroom. New York: College Entrance Examination Board. (ED 403 154).
17. Lott, G.W. (1983). The effect of inquiry teaching and advance organizers upon student outcomes in science education. Journal of Research in Science Teaching, 20(5), 437-451.
18. Maor, D. & Taylor, P.C. Teacher epistemology and scientific inquiry in computerized classroom environments. Journal of Research in Science Teaching, 32(8), 839-854.
19. Marx, R.W., Blumenfeld, P.C., Krajcik, J.S., Blunk, M., Crawford, B., Kelly, B., & Meyer, K.M. (1994). Enacting project-based science: Experiences of four middle grade teachers. The Elementary School Journal, 94(5), 517-538.
20. Roth, W. M. & Bowen, G.M. (1995). Knowing and interacting: A study of culture, practices, and resources in a grade 8 open-inquiry science classroom guided by a cognitive apprenticeship metaphor. Cognition and Instruction, 13(1), 73-128.
21. Rubin, R.L. & Norman, J.T. (1992). Systematic modeling versus the learning cycle: Comparative effects on integrated science process skill achievement. Journal of Research in Science Teaching, 29(7), 715-727.
22. Scruggs, T.E., & Mastropieri, M.A. (1993). Reading versus doing: The relative effects of textbook based and inquiry-oriented approaches to science learning in special education classrooms. The Journal of Special Education, 27(1), 1-15.
23. Shymansky, J.A., Kyle, W.C., & Alport, J.M. (1983). The effects of new science curricula on student performance. Journal of Research in Science Teaching, 20(5), 387-404.
24. Stake, R. & Easley, J., (1978). Case Studies in Science Education, Urbana, IL: The University of Illinois.
25. Weinstein, T., Boulanger, F.D., & Walberg, H.J. (1982). Science curriculum effects in high school: a quantitative synthesis. Journal of Research in Science Teaching, 19(6), 511-522.
26. 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.
27. Wise, K.C. & Okey, J.R. (1983). A meta-analysis of the effects of various science teaching strategies on achievement. Journal of Research in Science Teaching, 20(5), 419-435.