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Co‐constructing inquiry‐based science with teachers: Essential research for lasting reform
Author(s) -
Keys Carolyn W.,
Bryan Lynn A.
Publication year - 2001
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/tea.1023
Subject(s) - dialogic , mathematics education , science education , pedagogy , curriculum , transformational leadership , constructivism (international relations) , sociocultural evolution , teacher education , cognition , sociology , meaning (existential) , function (biology) , psychology , political science , social psychology , international relations , neuroscience , politics , anthropology , law , evolutionary biology , psychotherapist , biology
Abstract In this article we assert a potential research agenda for the teaching and learning of science as inquiry as part of the JRST series on reform in science education. Drawing on the theoretical frameworks of cognitive and sociocultural constructivism, cultural models of meaning, the dialogic function of language, and transformational models of teacher education, we propose that more research is needed in the areas of teachers' beliefs, knowledge, and practices of inquiry‐based science, as well as, student learning. Because the efficacy of reform efforts rest largely with teachers, their voices need to be included in the design and implementation of inquiry‐based curriculum. As we review the literature and pose future research questions, we propose that particular attention be paid to research on inquiry in diverse classrooms, and to modes of inquiry‐based instruction that are designed by teachers. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 631–645, 2001