3,980
Views
28
CrossRef citations to date
0
Altmetric
Research Article

Teachers’ beliefs about inquiry-based learning and its impact on formative assessment practice

ORCID Icon &

References

  • Alexander, R. 2006. Towards Dialogic Teaching: Rethinking Classroom Talk. York: Dialogos.
  • Anderson, R. D. 2002. “Reforming Science Teaching: What Research Says about Inquiry.” Journal of Science Teacher Education 13 (1): 1–12. doi:10.1023/A:1015171124982.
  • Black, P., C. Harrison, C. Lee, B. Marshall, and D. Wiliam. 2003. Assessment for Learning– Putting It into Practice. Buckingham: Open University Press.
  • Black, P., and D. Wiliam. 1998. “Assessment and Classroom Learning.” Assessment in Education 5 (1): 7–74. doi:10.1080/0969595980050102.
  • Black, P., and D. Wiliam. 2009. “Developing the Theory of Formative Assessment.” Educational Assessment, Evaluation and Accountability 21 (1): 5–31. doi:10.1007/s11092-008-9068-5.
  • Bryan, L. 2012. “Research on Science Teacher Beliefs.” In Second International Handbook of Science Education, edited by B. J. Fraser, K. Tobin, and C. J. McRobbie, 477–495. Dordrecht: Springer.
  • Bryan, L. A. 2003. “Nestedness of Beliefs: Examining a Prospective Elementary Teacher’s Belief System about Science Teaching and Learning.” Journal of Research in Science Teaching 40 (9): 835–868. doi:10.1002/(ISSN)1098-2736.
  • Capps, D. K., and B. A. Crawford. 2013. “Inquiry-Based Instruction and Teaching about Nature of Science: Are They Happening?” Journal of Science Teacher Education 24 (3): 497–526. doi:10.1007/s10972-012-9314-z.
  • Cohen, L., L. Manion, and K. Morrison. 2013. Research Methods in Education. 7th ed. Taylor and Francis.
  • Cowie, B., C. Harrison, and J. Willis. 2018. “Supporting Teacher Responsiveness in Assessment for Learning through Disciplined Noticing.” The Curriculum Journal 29 (4): 464–478. doi:10.1080/09585176.2018.1481442.
  • Crawford, B. A. 2000. “Embracing the Essence of Inquiry: New Roles for Science Teachers.” Journal of Research in Science Teaching 37: 916–937. doi:10.1002/(ISSN)1098-2736.
  • Crawford, B. A. 2007. “Learning to Teach Science as Inquiry in the Rough and Tumble of Practice.” Journal of Research in Science Teaching 44 (4): 613–642. doi:10.1002/(ISSN)1098-2736.
  • Dolin, J., and L. B. Krogh. 2010. “The Relevance and Consequences of Pisa Science in a Danish Context.” International Journal of Science and Mathematics Education 8 (3): 565–592.
  • Harlen, W. 2007. Assessment of learning. Sage
  • Harrison, C. 2009. “Assessment for Learning: A Formative Approach to Classroom Practice.” In International Handbook of Research and Development in Technology Education, edited by Alister Jones and Marc de Vries, 449–459. Rotterdam, The Netherlands: Sense.
  • Harrison, C. 2013. “Collaborative Action Research as a Tool for Generating Formative Feedback on Teachers’ Classroom Assessment Practice: The Krest Project.” Teachers and Teaching: Theory and Practice 19 (2): 202–213.
  • Harrison, C. 2014. “Assessment of Inquiry Skills in The SAILS Project.” Science Education International 25 (1): 112–122.
  • Harrison, C. 2015. “Assessment for Learning in Science Classrooms.” Journal of Research in Stem Education 1 (2): 78–86.
  • Heritage, M. 2007. “Formative Assessment: What Do Teachers Need to Know and Do?” Phi Delta Kappan 89 (2): 140–145. doi:10.1177/003172170708900210.
  • Lave, J. 2009. “The Practice of Learning.” In Contemporary Theories of Learning: Learning Theorists … in Their Own Words, edited by K. Illeris, 200–208. Abingdon: Routledge.
  • Lederman, N. G., and D. L. Zeidler. 1987. “Science Teachers’ Conceptions of the Nature of Science: Do They Really Influence Teaching Behavior?” Science Education 71 (5): 721–734. doi:10.1002/(ISSN)1098-237X.
  • Marshall, B., and M. J. Drummond. 2006. “How Teachers Engage with Assessment for Learning: Lessons from the Classroom.” Research Papers in Education 21 (2): 133–149. doi:10.1080/02671520600615638.
  • Mehan, H. 1979. “’What Time Is It, Denise?’: Asking Knowing Information Questions in Classroom Discourse.” Theory into Practice 18: 285–294. doi:10.1080/00405847909542846.
  • Minner, D. D., A. J. Levy, and J. Century. 2010. “Inquiry-Based Science Instruction—What Is It and Does It Matter? Results from a Research Synthesis Year 1984 to 2002.” Journal of Research in Science Teaching 47 (4): 474–496. doi:10.1002/tea.20347.
  • Nespor, J. 1987. “The Role of Beliefs in the Practice of Teaching.” Journal of Curriculum Studies 19 (4): 317–328. doi:10.1080/0022027870190403.
  • Pajares, M. F. 1992. “Teachers’ Beliefs and Educational Research: Cleaning up a Messy Construct.” Review of Educational Research 62 (3): 307–332. doi:10.3102/00346543062003307.
  • Roehrig, G. H., and J. A. Luft. 2004. “Constraints Experienced by Beginning Secondary Science Teachers in Implementing Scientific Inquiry Lessons.” International Journal of Science Education 26: 3–24. doi:10.1080/0950069022000070261.
  • Rubie-Davies, C. M. 2007. “Classroom Interactions: Exploring the Practices of high- and Low-Expectation Teachers.” The British Journal of Educational Psychology 77 (Pt 2): 289–306. doi:10.1348/000709906X101601.
  • Ruiz-Primo, M. A., and E. M. Furtak. 2007. “Exploring Teachers’ Informal Formative Assessment Practices and Students’ Understanding in the Context of Scientific Inquiry.” Journal of Research in Science Teaching 44 (1): 57–84. doi:10.1002/(ISSN)1098-2736.
  • Shavelson, R. L., D. B. Young, C. C. Ayala, P. R. Brandon, E. M. Furtak, M. A. Ruiz-Primo, M. K. Tomita, and Y. Yin. 2008. “On the Impact of Curriculum-Embedded Formative Assessment on Learning: A Collaboration between Curriculum and Assessment Developers.” Applied Measurement in Education 21: 295–314. doi:10.1080/08957340802347647.
  • Torrance, H., and J. Pryor. 2001. “Developing Formative Assessment in the Classroom: Using Action Research to Explore and Modify Theory.” British Educational Research Journal 27 (5): 615–631. doi:10.1080/01411920120095780.
  • Wallace, C. S., and N. H. Kang. 2004. “An Investigation of Experienced Secondary Science Teachers’ Beliefs about Inquiry: An Examination of Competing Belief Sets.” Journal of Research in Science Teaching 41 (9): 936–960. doi:10.1002/tea.20032.
  • Wenning, C. J. 2005. “Levels of Inquiry: Hierarchies of Pedagogical Practices and Inquiry Processes.” Journal of Physics Teacher Education Online 2 (3): 3–11.
  • Wenning, C. J. 2007. “Assessing Inquiry Skills as a Component of Scientific Literacy.” Journal of Physics Teacher Education Online 4 (2): 21–24.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.