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Cited by 555

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

Keys, Carolyn W., Bryan, Lynn A.·2001·Journal of Research in Science Teaching
DOI 10.1002/tea.1023
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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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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
DOI
10.1002/tea.1023
OpenAlex
W2157186373
Cited by
555
References
48
FWCI
49.82
Type
journal article
Language
en
Open access
closed

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