Exploring the meaning of practicing classroom inquiry from the perspectives of national board certified science teachers
Yazarlar (1)
| Makale Türü | Diğer (Teknik, not, yorum, vaka takdimi, editöre mektup, özet, kitap krıtiği, araştırma notu, bilirkişi raporu ve benzeri) (Uluslararası alan indekslerindeki dergilerde yayınlanan teknik not, editöre mektup, tartışma, vaka takdimi ve özet türünden makale) | ||
| Dergi Adı | |||
| Makale Dili | – | Basım Tarihi | 01-2007 |
| Makale Linki | https://search.proquest.com/openview/3f58852a6f4376169ad35139d1cc2271/1?pq-origsite=gscholar&cbl=18750 | ||
| UAK Araştırma Alanları |
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| Özet |
| Inquiry has been one of the most prominent terms of the contemporary science education reform movement (Buck, Latta, & Leslie-Pelecky, 2007; Colburn, 2006; Settlage, 2007). Practicing classroom inquiry has maintained its central position in science education for several decades because science education reform documents promote classroom inquiry as the potential savior of science education from its current problems. Likewise, having the capabilities of teaching science through inquiry has been considered by National Board for Professional Teaching Standards [NBPTS] as one of the essential elements of being an accomplished science teacher. Successful completion of National Board Certification [NBC] assessment process involves presenting a clear evidence of enacting inquiry with students. Despite the high-profile of the word inquiry in the reform documents, the same is not true in schools (Crawford … |
| Anahtar Kelimeler |
