Beginning elementary teachers' beliefs about the use of anchoring questions in science: A longitudinal study
dc.contributor.author | Forbes, Cory T. | en_US |
dc.contributor.author | Davis, Elizabeth A. | en_US |
dc.date.accessioned | 2010-03-01T20:20:46Z | |
dc.date.available | 2011-02-01T20:36:35Z | en_US |
dc.date.issued | 2010-03 | en_US |
dc.identifier.citation | Forbes, Cory T.; Davis, Elizabeth A. (2010). "Beginning elementary teachers' beliefs about the use of anchoring questions in science: A longitudinal study This paper was originally presented at the annual meeting of the National Association for Research in Science Teaching, Baltimore, MD, March 2008. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors. ." Science Education 94(2): 365-387. <http://hdl.handle.net/2027.42/65029> | en_US |
dc.identifier.issn | 0036-8326 | en_US |
dc.identifier.issn | 1098-237X | en_US |
dc.identifier.uri | https://hdl.handle.net/2027.42/65029 | |
dc.description.abstract | Current science education reform efforts highlight the importance of engaging students in scientifically oriented questions as a central dimension of inquiry-based elementary science. However, elementary teachers, particularly beginning teachers, must often overcome a variety of challenges to engage their students in reform-minded, standards-based, inquiry-oriented classroom practice. To better support beginning elementary teachers' learning to support students to ask and answer scientifically oriented questions, it is necessary to better understand their beliefs about questions and questioning, as well as how they negotiate these beliefs at this crucial stage of the teacher professional continuum. Four beginning elementary teachers were studied longitudinally over their first 3 years of professional teaching careers. Results show that each teacher cited the importance of driving questions and investigation questions to establish purpose and promote student sense-making. However, they followed different trajectories in reconciling their ideas about the use of driving questions and investigation questions in light of the particular facets of science teaching they prioritized. These findings have important implications for current perspectives on teacher learning along the teacher professional continuum and help inform research on teachers and teaching, as well as teacher education and science curriculum development. © 2009 Wiley Periodicals, Inc. Sci Ed 94: 365–387, 2010 | en_US |
dc.format.extent | 149109 bytes | |
dc.format.extent | 3118 bytes | |
dc.format.mimetype | application/pdf | |
dc.format.mimetype | text/plain | |
dc.publisher | Wiley Subscription Services, Inc., A Wiley Company | en_US |
dc.subject.other | Education | en_US |
dc.title | Beginning elementary teachers' beliefs about the use of anchoring questions in science: A longitudinal study | en_US |
dc.type | Article | en_US |
dc.rights.robots | IndexNoFollow | en_US |
dc.subject.hlbsecondlevel | Ecology and Evolutionary Biology | en_US |
dc.subject.hlbsecondlevel | Science (General) | en_US |
dc.subject.hlbtoplevel | Science | en_US |
dc.description.peerreviewed | Peer Reviewed | en_US |
dc.contributor.affiliationum | School of Education, University of Michigan, Ann Arbor, MI 48109-1259, USA | en_US |
dc.contributor.affiliationother | Department of Teaching and Learning, University of Iowa College of Education, Iowa City, IA 52242-1529, USA ; Department of Teaching and Learning, University of Iowa College of Education, Iowa City, IA 52242-1529, USA | en_US |
dc.description.bitstreamurl | http://deepblue.lib.umich.edu/bitstream/2027.42/65029/1/20370_ftp.pdf | |
dc.identifier.doi | 10.1002/sce.20370 | en_US |
dc.identifier.source | Science Education | en_US |
dc.owningcollname | Interdisciplinary and Peer-Reviewed |
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