The DOI matches its Crossref record; 48 of the 48 references it cites were found in a registry or an index.
Co‐constructing inquiry‐based science with teachers: Essential research for lasting reform
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
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Cites
Teachers' beliefs and educational research: cleaning up a messy construct
Pajares, M. F. (1992) · Review of Educational Research · doi:10.3102/00346543062003307 · Cited by 9,007
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Constructing Scientific Knowledge in the Classroom
Driver, R., Asoko, H., Leach, J., Scott, P., & Mortimer, E. (1994) · Educational Researcher · doi:10.3102/0013189x023007005 · Cited by 2,016
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(1996) · Choice Reviews Online · doi:10.5860/choice.33-5683 · Cited by 1,835
National Science Education Standards: (302882005-001)
The National Academy of Sciences; The Center for Education (1996) · PsycEXTRA Dataset · doi:10.1037/e302882005-001 · Cited by 1,555
Inquiry, modeling, and metacognition: making science accessible to all students
White, B. Y., & Frederiksen, J. R. (1998) · Cognition and Instruction · doi:10.1207/s1532690xci1601_2 · Cited by 1,394 · cited 3×
“For example, the ThinkerTools Inquiry Curriculum (White & Frederiksen, 1998), incorporating rich inquiry-based instruction based on student generated questioning, experimentation with technological and real-life tools, model formulation, and metacognitive re¯ection, has shown dramatic improvements of middle school stu…”
BackgroundInfluentialConstructing scientific knowledge in the classroom
Driver, R., Asoko, H., Leach, J., Mortimer, E., & Scott, P. (2010) · Reconsidering Science Learning · doi:10.4324/9780203464021_chapter_2.2 · Cited by 1,208
Where Is the Mind? Constructivist and Sociocultural Perspectives on Mathematical Development
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Cited by
Nadelson, L. S., Callahan, J., Pyke, P., Hay, A., Dance, M., & Pfiester, J. (2013) · The Journal of Educational Research · doi:10.1080/00220671.2012.667014 · Cited by 375
Synthesizing Results From Empirical Research on Computer-Based Scaffolding in STEM Education
Belland, B. R., Walker, A. E., Kim, N. J., & Lefler, M. (2017) · Review of Educational Research · doi:10.3102/0034654316670999 · Cited by 346
“Inquiry-based learning typically invites students to ask, and set up an experiment to address, questions (Keys & Bryan, 2001).”
BackgroundExploring Computer Science: A Case Study of School Reform
Goode, J., & Margolis, J. (2011) · ACM Transactions on Computing Education · doi:10.1145/1993069.1993076 · Cited by 172
Metadata
- Authors
- Keys, C. W., & Bryan, L. A.
- Venue
- Journal of Research in Science Teaching
- Publisher
- Wiley
- Published
- 2001-07-25
- Volume
- 38
- Issue
- 6
- Pages
- 631-645
- ISSN
- 0022-4308 (ISSN-L)
- 1098-2736
- OpenAlex
- W2157186373
- Cited by
- 555
- References
- 48
- FWCI
- 49.82
- Type
- journal article
- Language
- en
- Open access
- closed
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
