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International Journal of Science Education Volume 38, 2016 - Issue 6
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Articles

Over reported and misunderstood? A study of teachers’ reported enactment and knowledge of inquiry-based science teaching

Daniel K. CappsMathematics and Science Education, University of Georgia, Athens, GA, USACorrespondence[email protected]
,
Jonathan T. ShemwellCollege of Education and Human Development, University of Maine, Orono, ME, USA
&
Ashley M. YoungScience Department, Innovation Academy Charter School, Tyngsboro, MA, USA
Pages 934-959 | Received 02 Apr 2015, Accepted 29 Mar 2016, Published online: 28 Apr 2016

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Jorge Roldán Muñoz. (2023) Geology and inquiry-based learning. The case of sliding rocks. Education Inquiry 0:0, pages 1-13.
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Armin Baur. (2023) Which student problems in experimentation are related to one another?. International Journal of Science Education 45:10, pages 781-805.
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Ruth Chadwick, Eilish McLoughlin & Odilla E. Finlayson. (2023) Teachers’ experience of inquiry into socioscientific issues in the Irish lower secondary science curriculum. Irish Educational Studies 42:3, pages 315-337.
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Garima Bansal. (2021) Indian pre-service teachers’ conceptualisations and enactment of inquiry-based science education. Education 3-13 49:3, pages 275-287.
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Ester Shinana, Kenneth M. Ngcoza & Elizabeth Mavhunga. (2021) Development of Teachers’ PCK for a Scientific Inquiry-based Teaching Approach in Namibia’s Rural Schools. African Journal of Research in Mathematics, Science and Technology Education 25:1, pages 1-11.
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Ya-Chun Chen, Yi-Ting Pan, Zuway-R Hong, Xue-Fang Weng & Huann-Shyang Lin. (2020) Exploring the pedagogical features of integrating essential competencies of scientific inquiry in classroom teaching. Research in Science & Technological Education 38:2, pages 185-207.
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Jeanette Joyce, Judith R. Harrison & Drew H. Gitomer. (2020) Modifications and accommodations: a preliminary investigation into changes in classroom artifact quality. International Journal of Inclusive Education 24:2, pages 181-201.
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Articles from other publishers (29)

Benjamin R. Lowell & Katherine L. McNeill. (2022) Changes in teachers' beliefs: A longitudinal study of science teachers engaging in storyline curriculum‐based professional development. Journal of Research in Science Teaching 60:7, pages 1457-1487.
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Marte Bråtalien, Margrethe Naalsund & Elisabeta Eriksen. (2023) Exploring the Interplay between Conceptualizing and Realizing Inquiry—The Case of One Mathematics Teacher’s Trajectory. Education Sciences 13:8, pages 843.
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Ferah Özer & Deniz Sarıbaş. (2022) Exploring Pre-service Science Teachers’ Understanding of Scientific Inquiry and Scientific Practices Through a Laboratory Course. Science & Education 32:3, pages 787-820.
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Hsin-Hui Wang, Kimberley Wilson, Wilhelmina VanRooy & Huann-shyang Lin. (2022) Pre-Service Primary Teachers’ Competencies in Asking and Conducting Researchable Science Questions Using Fair Testing. Research in Science Education 53:1, pages 155-171.
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Carol A. B. Rees. 2023. Exploring Elementary Science Teaching and Learning in Canada. Exploring Elementary Science Teaching and Learning in Canada 9 28 .
Hsin-Hui Wang, Zuway-R Hong, Hsiao-Ching She, Thomas J. Smith, Jill Fielding & Huann-shyang Lin. (2022) The role of structured inquiry, open inquiry, and epistemological beliefs in developing secondary students’ scientific and mathematical literacies. International Journal of STEM Education 9:1.
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Bianor Valente, Paulo Maurício & Cláudia Faria. (2022) The Influence of Real-Context Scientific Activities on Preservice Elementary Teachers’ Thinking and Practice of Nature of Science and Scientific Inquiry. Science & Education.
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Israel Kibirige, William Lesiba Teffo & Suresh Singh. (2022) Investigating Teachers’ Perceptions of Facilitating Scientific Investigations. Eurasia Journal of Mathematics, Science and Technology Education 18:2, pages em2074.
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Christine Harrison & Sally Howard. 2022. Children’s Creative Inquiry in STEM. Children’s Creative Inquiry in STEM 113 127 .
Ying‐Chih Chen & Takeshi Terada. (2021) Development and validation of an observation‐based protocol to measure the eight scientific practices of the next generation science standards in K‐12 science classrooms. Journal of Research in Science Teaching 58:10, pages 1489-1526.
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Frackson Mumba, Laura Ochs Pottmeyer & Vivien M. Chabalengula. (2019) Analysis of Articles in The American Biology Teacher for Essential Features of Inquiry Representation. Research in Science Education 51:5, pages 1247-1267.
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Luhuan Huang, Michiel Doorman & Wouter van Joolingen. (2020) Inquiry-Based Learning Practices in Lower-Secondary Mathematics Education Reported by Students from China and the Netherlands. International Journal of Science and Mathematics Education 19:7, pages 1505-1521.
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Katarína Kotuľáková. (2019) Identifying Teachers’ Beliefs Prior to CPD Training Focusing on an Inquiry-Based Approach in Science Education. Research in Science Education 51:S1, pages 183-211.
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Lingyu Dou. (2021) The Design of Scaffolding for Inquiry Learning. The Design of Scaffolding for Inquiry Learning.
Carol Murphy, Abdullah Abu-Tineh, Nigel Calder & Nasser Mansour. (2021) Teachers and students’ views prior to introducing inquiry-based learning in Qatari science and mathematics classrooms. Teaching and Teacher Education 104, pages 103367.
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Su-Chi Fang. (2020) Towards Scientific Inquiry in Secondary Earth Science Classrooms: Opportunities and Realities. International Journal of Science and Mathematics Education 19:4, pages 771-792.
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Ying-Yan Lu, Huann-shyang Lin, Thomas J. Smith, Zuway-R Hong & Wen-Yi Hsu. (2020) THE EFFECTS OF CRITIQUE-DRIVEN INQUIRY INTERVENTION ON STUDENTS’ CRITICAL THINKING AND SCIENTIFIC INQUIRY COMPETENCY. Journal of Baltic Science Education 19:6, pages 954-971.
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Syahira Ibrahim & Siti Nur Diyana Mahmud. (2020) INQUIRY-BASED SCIENCE TEACHING: KNOWLEDGE AND SKILLS AMONG SCIENCE TEACHERS. Humanities & Social Sciences Reviews 8:4, pages 110-120.
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Khanyisile Brenda Nhlengethwa, Nadaraj Govender & Doras Sibanda. (2020) FINAL-YEAR PRE-SERVICE PRIMARY SCHOOL TEACHERS’ UNDERSTANDING OF INQUIRY-BASED-SCIENCE TEACHING. Journal of Baltic Science Education 19:3, pages 454-466.
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Eugene Judson, Kathryn N. Hayes & Kristi Glassmeyer. (2019) What influences development of science content standards?. Science Education 104:1, pages 50-74.
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Elisabeth Hofer & Anja Lembens. (2019) Putting inquiry-based learning into practice: How teachers changed their beliefs and attitudes through a professional development program. Chemistry Teacher International 1:2.
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Karen Goodnough, Saiqa Azam & Patrick Wells. (2019) Adopting Drone Technology in STEM (Science, Technology, Engineering, and Mathematics): An Examination of Elementary Teachers’ Pedagogical Content Knowledge. Canadian Journal of Science, Mathematics and Technology Education 19:4, pages 398-414.
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Marta Romero-Ariza, Antonio Quesada, Ana Maria Abril, Peter Sorensen & Mary Colette Oliver. (2019) Highly Recommended and Poorly Used: English and Spanish Science Teachers’ Views of Inquiry-based Learning (IBL) and its Enactment. EURASIA Journal of Mathematics, Science and Technology Education 16:1.
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Italo Testa, Silvia Galano, Alessandro Zappia, Giuliana Capasso & Luigi Antonio Smaldone. 2019. Comparative Perspectives on Inquiry-Based Science Education. Comparative Perspectives on Inquiry-Based Science Education 82 98 .
Hannah Sevian & Vesal Dini. 2019. Bridging Research and Practice in Science Education. Bridging Research and Practice in Science Education 325 337 .
Barbara A. Crawford & Daniel K. Capps. 2018. Cognition, Metacognition, and Culture in STEM Education. Cognition, Metacognition, and Culture in STEM Education 9 32 .
Margaret R. Blanchard & Victor D. Sampson. (2017) Fostering Impactful Research Experiences for Teachers (RETs). EURASIA Journal of Mathematics, Science and Technology Education 14:1.
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Todd L. Hutner & Arthur B. Markman. (2017) Applying a goal-driven model of science teacher cognition to the resolution of two anomalies in research on the relationship between science teacher education and classroom practice. Journal of Research in Science Teaching 54:6, pages 713-736.
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Alessandro Zappia, Giuliana Capasso, Silvia Galano, Irene Marzoli, Luigi Smaldone & Italo Testa. 2017. Cognitive and Affective Aspects in Science Education Research. Cognitive and Affective Aspects in Science Education Research 279 293 .

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