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Elementary Teachers' Progressive Understanding of Inquiry through the Process of Reflection
Author(s) -
Moseley Christine,
Ramsey Sarah J.
Publication year - 2008
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/j.1949-8594.2008.tb17804.x
Subject(s) - reflection (computer programming) , inquiry based learning , mathematics education , contextual inquiry , perception , curriculum , context (archaeology) , science education , pedagogy , process (computing) , nature of science , psychology , computer science , knowledge management , paleontology , neuroscience , biology , programming language , operating system
What is inquiry? Although many teachers are using inquiry based curricula, often they have not engaged in answering or personalizing this question. This study examined teachers' changing definitions of inquiry over a semester using the process of guided reflection. Through inquiry experiences and reflection, these teachers developed and communicated a more sophisticated understanding of inquiry. The findings suggest that conscious consideration of what inquiry means assisted teachers in broadening their perceptions of inquiry in four distinct aspects: 1) inquiry is a coherent process consisting of particular actions, 2) inquiry exists on a continuum, 3) the goal of inquiry is science conceptual development, and 4) inquiry provides a context for building connections between those engaged in inquiry, science and other content areas, and science and life.