Year: 2006
Type: article
Abstract: Guided scientific inquiry investigations are designed to have students reach particular answers through the thinking processes and activities of scientists. This presents a difficult challenge for teachers who must selectively hold back answers from students to maintain an atmosphere that encourages student-directed inquiry. The present study explores the different ways that three teachers describe and manage this problem with answers in a middle school physical science investigation. While one teacher managed the problem by treating the investigation as a game, another teacher accepted his students' ideas without evaluation, and the third spent considerable time rationalizing his teaching strategies to students. Researchers and policymakers need to explore the role of answers in guided scientific inquiry teaching so that they may better equip practitioners to address these problems when they arise. © 2006 Wiley Periodicals, Inc. Sci Ed 90:453–467, 2006
Source: Science Education
DOI: 10.1002/sce.20130
Author: Erin Marie Furtak
Institution: Stanford University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W1992800330