Open Access. Powered by Scholars. Published by Universities.®

Education Commons

Open Access. Powered by Scholars. Published by Universities.®

Science and Mathematics Education

2013

Theses and Dissertations

Inquiry

Articles 1 - 2 of 2

Full-Text Articles in Education

Teacher Challenges, Perceptions, And Use Of Science Models In Middle School Classrooms About Climate, Weather, And Energy Concepts, Morgan Brown Yarker Jul 2013

Teacher Challenges, Perceptions, And Use Of Science Models In Middle School Classrooms About Climate, Weather, And Energy Concepts, Morgan Brown Yarker

Theses and Dissertations

Research suggests that scientific models and modeling should be topics covered in K-12 classrooms as part of a comprehensive science curriculum. It is especially important when talking about topics in weather and climate, where computer and forecast models are the center of attention. There are several approaches to model based inquiry, but it can be argued, theoretically, that science models can be effectively implemented into any approach to inquiry if they are utilized appropriately. Yet, it remains to be explored how science models are actually implemented in classrooms. This study qualitatively looks at three middle school science teachers' use of ...


Characterizing The Changes In Teaching Practice During First Semester Implementation Of An Argument-Based Inquiry Approach In A Middle School Science Classroom, Brian Robert John Pinney May 2013

Characterizing The Changes In Teaching Practice During First Semester Implementation Of An Argument-Based Inquiry Approach In A Middle School Science Classroom, Brian Robert John Pinney

Theses and Dissertations

The purpose of this study was to characterize ways in which teaching practice in classroom undergoing first semester implementation of an argument-based inquiry approach changes in whole-class discussion. Being that argument is explicitly called for in the Next Generation Science Standards and is currently a rare practice in teaching, many teachers will have to transform their teaching practice for inclusion of this feature. Most studies on Argument-Based Inquiry (ABI) agree that development of argument does not come easily and is only acquired through practice.

Few studies have examined the ways in which teaching practice changes in relation to the big ...