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Original Articles

‘Just Be Quiet and Listen to Exactly What He's Saying': Conceptualising power relations in inquiry-oriented classrooms

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Read on this site (7)

Kirsti Marie Jegstad. (2023) Inquiry-based chemistry education: a systematic review. Studies in Science Education 0:0, pages 1-63.
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Daria Khanolainen, Victoria Cooper, David Messer & Elena Revyakina. (2023) The complexity of student-led research: from terminology to practice in a case study of three countries. Oxford Review of Education 0:0, pages 1-17.
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Sandra Becker & Michele Jacobsen. (2023) A year at the improv: the evolution of teacher and student identity in an elementary school makerspace. Teaching Education 34:1, pages 1-18.
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Ronan O’Brien, Oliver McGarr & Raymond Lynch. (2022) Students’ perceptions of lecturer power and authority in a higher education PBL business programme. Teaching in Higher Education 27:5, pages 615-631.
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Nicolás Baudino Quiroga & Enrique A. Coleoni. (2020) Understanding improved interactions in a Physics classroom through the lens of discourse progressiveness. International Journal of Science Education 42:16, pages 2696-2715.
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Melissa Glackin. (2018) ‘Control must be maintained’: exploring teachers’ pedagogical practice outside the classroom. British Journal of Sociology of Education 39:1, pages 61-76.
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Articles from other publishers (22)

Jonathan Kilpelä, Jenna Hiltunen, Markus Hähkiöniemi, Kaisa Jokiranta, Sami Lehesvuori, Pasi Nieminen & Jouni Viiri. (2023) Analyzing science teachers’ support of dialogic argumentation using teacher roles of questioning and communicative approaches. Dialogic Pedagogy: An International Online Journal 11:3, pages A88-A118.
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Sudirman Sudirman, Declan Kennedy & Soeharto Soeharto. (2023) The teaching of physics at upper secondary school level: A comparative study between Indonesia and Ireland. Frontiers in Education 8.
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Diarmaid Lane, Oliver McGarr & Bill Nicholl. (2022) Unpacking secondary school technology teachers’ interpretations and experiences of teaching ‘problem-solving’. International Journal of Technology and Design Education 33:1, pages 123-142.
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Morgan Britter, Dermot Donnelly-Hermosillo & Ozcan Gulacar. (2022) Shifts in Power Relations across Group Work Activities for Gas Laws. Journal of Chemical Education 99:7, pages 2484-2492.
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Dorit Alt. (2022) Professional and psychological precursors of instructional approaches used in distance learning during COVID-19. Current Psychology.
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Luisa López-Banet & Marina Martínez-Carmona. (2021) Preservice Chemistry Teachers’ Epistemic Beliefs After a Student-Centred Approach Training Programme. Eurasia Journal of Mathematics, Science and Technology Education 17:12, pages em2045.
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Luisa López-Banet, David Aguilera, M. Rut Jiménez-Liso & F. Javier Perales-Palacios. (2021) Emotional and Cognitive Preservice Science Teachers’ Engagement While Living a Model-Based Inquiry Science Technology Engineering Mathematics Sequence About Acid-Base. Frontiers in Psychology 12.
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Tess Hernandez, Dermot F Donnelly-Hermosillo, Eric Person & Alexandria K Hansen. (2021) “At Least We Could Give Our Input”: Underrepresented Student Narratives on Conventional and Guided Inquiry-Based Laboratory Approaches. Integrative and Comparative Biology 61:3, pages 992-1001.
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Malena Lidar, Anna T. Danielsson & Maria Berge. (2018) What Is Construed as Relevant Knowledge in Physics Teaching? Similarities and Differences in How Knowledge and Power Are Staged in Three Lower Secondary Classrooms. Research in Science Education 50:3, pages 1167-1186.
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Ahmed Ibrahim, Kelly Clark, Michael J. Reese & Richard Shingles. (2020) The effects of a teaching development institute for early career researchers on their intended teaching strategies, course design, beliefs about instructors’ and students’ knowledge, and instructional self-efficacy: The case of the Teaching Institute at Johns Hopkins University. Studies in Educational Evaluation 64, pages 100836.
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Yariv Itzkovich, Dorit Alt & Niva DolevYariv Itzkovich, Dorit Alt & Niva Dolev. 2020. The Challenges of Academic Incivility. The Challenges of Academic Incivility 109 122 .
Dorit Alt & Yariv Itzkovich. (2018) The connection between perceived constructivist learning environments and faculty uncivil authoritarian behaviors. Higher Education 77:3, pages 437-454.
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David King. 2019. Comparative Perspectives on Inquiry-Based Science Education. Comparative Perspectives on Inquiry-Based Science Education 169 196 .
John O'Reilly, Liam Guilfoyle & Louise Lehane. 2019. Comparative Perspectives on Inquiry-Based Science Education. Comparative Perspectives on Inquiry-Based Science Education 47 69 .
Paul van Kampen. 2019. Concepts, Strategies and Models to Enhance Physics Teaching and Learning. Concepts, Strategies and Models to Enhance Physics Teaching and Learning 171 180 .
Dorit Alt. (2018) Science teachers' conceptions of teaching and learning, ICT efficacy, ICT professional development and ICT practices enacted in their classrooms. Teaching and Teacher Education 73, pages 141-150.
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Anna T. Danielsson, Maria Berge & Malena Lidar. (2017) Knowledge and power in the technology classroom: a framework for studying teachers and students in action. Cultural Studies of Science Education 13:1, pages 163-184.
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Şirin YILMAZ, Betül TİMUR & Serkan TİMUR. (2017) ORTAOKUL ÖĞRENCİLERİNİN CANLI KAVRAMINA YÖNELİK ANAHTAR KELİMELERİNİN BELİRLENMESİ: BİR FENOMENOLOJİ ÇALIŞMASI. Eğitimde Kuram ve Uygulama 13:4, pages 659-669.
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Joanne Broggy, John O’reilly & Sibel Erduran. 2017. Science Education. Science Education 81 90 .
Dermot F. Donnelly, Bahadir Namdar, Jonathan M. Vitale, Kevin Lai & Marcia C. Linn. (2016) Enhancing student explanations of evolution: Comparing elaborating and competing theory prompts. Journal of Research in Science Teaching 53:9, pages 1341-1363.
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Jonathan M. Vitale, Kevin Lai & Marcia C. Linn. (2015) Taking advantage of automated assessment of student‐constructed graphs in science. Journal of Research in Science Teaching 52:10, pages 1426-1450.
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Christopher P. Dwyer, Michael J. Hogan, Owen M. Harney & John O’Reilly. (2014) Using interactive management to facilitate a student-centred conceptualisation of critical thinking: a case study. Educational Technology Research and Development 62:6, pages 687-709.
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