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written by Irene Y. Salter and Leslie J. Atkins
While some researchers have argued for science classrooms that embrace open-inquiry by engaging students in doing science as scientists do (cf. National Research Council [NRC] 1996; Driver et al. in Sci Educ 84:287–312, 2000; Windschitl et al. in Sci Educ 87(1):112–143, 2008), others have argued that open-inquiry is impractical, ineffective, and perhaps even counter-productive towards promoting normative scientific ideas (cf. Kirschner et al. in Educ Psychol 41(2):75–86, 2006; Settlage in J Sci Teach Educ 18:461–467, 2007). One of the challenges in informing the debate on this issue is the scarcity of well-documented courses that engage students in open-inquiry characteristic of scientific research. This paper describes the design, implementation, and outcomes of such a course for undergraduates planning on becoming elementary teachers. The goal of the class was to immerse future teachers in authentic, open-inquiry (without specific learning goals related to scientific concepts) in hopes that students would come away with a deeper understanding of the nature of science (NOS) and improved attitudes towards science. Data collected from a variety of sources indicate that an authentic, open-inquiry experience is feasible to implement in an undergraduate setting, gives students a more sophisticated NOS understanding, improves students' attitudes towards science and open-inquiry, and changes the way they intend to teach science in their future classrooms.
Journal of Science Teacher Education: Volume 24, Issue 1, Pages 157-177
Subjects Levels Resource Types
Education - Applied Research
- Active Learning
= Inquiry Learning
- Teacher Preparation
- Lower Undergraduate
- Reference Material
= Article
PER-Central Type Intended Users Ratings
- PER Literature
- Researchers
- Educators
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© 2013 Journal
DOI:
10.1007/s10972-011-9250-3
Keyword:
responsive teaching
Record Creator:
Metadata instance created August 21, 2013 by Sam McKagan
Record Updated:
August 21, 2013 by Sam McKagan
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AIP Format
I. Salter and L. Atkins, J. Sci. Teach. Educ. 24 (1), 157 (2013), WWW Document, (http://link.springer.com/article/10.1007/s10972-011-9250-3).
AJP/PRST-PER
I. Salter and L. Atkins, Student-Generated Scientific Inquiry for Elementary Education Undergraduates: Course Development, Outcomes and Implications, J. Sci. Teach. Educ. 24 (1), 157 (2013), <http://link.springer.com/article/10.1007/s10972-011-9250-3>.
APA Format
Salter, I., & Atkins, L. (2013). Student-Generated Scientific Inquiry for Elementary Education Undergraduates: Course Development, Outcomes and Implications. J. Sci. Teach. Educ., 24(1), 157-177. Retrieved October 25, 2014, from http://link.springer.com/article/10.1007/s10972-011-9250-3
Chicago Format
Salter, Irene, and Leslie Atkins. "Student-Generated Scientific Inquiry for Elementary Education Undergraduates: Course Development, Outcomes and Implications." J. Sci. Teach. Educ. 24, no. 1, (2013): 157-177, http://link.springer.com/article/10.1007/s10972-011-9250-3 (accessed 25 October 2014).
MLA Format
Salter, Irene, and Leslie Atkins. "Student-Generated Scientific Inquiry for Elementary Education Undergraduates: Course Development, Outcomes and Implications." J. Sci. Teach. Educ. 24.1 (2013): 157-177. 25 Oct. 2014 <http://link.springer.com/article/10.1007/s10972-011-9250-3>.
BibTeX Export Format
@article{ Author = "Irene Salter and Leslie Atkins", Title = {Student-Generated Scientific Inquiry for Elementary Education Undergraduates: Course Development, Outcomes and Implications}, Journal = {J. Sci. Teach. Educ.}, Volume = {24}, Number = {1}, Pages = {157-177}, Year = {2013} }
Refer Export Format

%A Irene Salter
%A Leslie Atkins
%T Student-Generated Scientific Inquiry for Elementary Education Undergraduates: Course Development, Outcomes and Implications
%J J. Sci. Teach. Educ.
%V 24
%N 1
%D 2013
%P 157-177
%U http://link.springer.com/article/10.1007/s10972-011-9250-3
%O application/pdf

EndNote Export Format

%0 Journal Article
%A Salter, Irene
%A Atkins, Leslie
%D 2013
%T Student-Generated Scientific Inquiry for Elementary Education Undergraduates: Course Development, Outcomes and Implications
%J J. Sci. Teach. Educ.
%V 24
%N 1
%P 157-177
%U http://link.springer.com/article/10.1007/s10972-011-9250-3


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