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What is Scientific Inquiry

Chapter 20
Handbook of Research on Emerging Practices and Methods for K-12 Online and Blended Learning
Practices that scientists employ as they investigate the world.
Published in Chapter:
Engaging Teachers in Science Practices and Discourse Through Online Professional Development
Mary V. Mawn (SUNY Empire State College, USA) and Kathleen S. Davis (University of Massachusetts – Amherst, USA)
Copyright: © 2019 |Pages: 23
DOI: 10.4018/978-1-5225-8009-6.ch020
Abstract
Online professional development courses and programs provide science teachers with ongoing and relevant professional development opportunities that overcome time, distance, and budget pressures. To demonstrate the effectiveness of this approach, this chapter presents a case study of elementary and middle school teachers enrolled in two online courses in chemistry and science education. Based on this work, three themes emerged: the ability to incorporate inquiry-based teaching and learning in online environments, the importance of online discourse and reflection, and the role of linking theory with practice. Specifically, teacher participants reported increased experience exploring content via inquiry, felt actively engaged with their peers as they constructed their knowledge, and expected to adapt inquiry-based activities in their classrooms as a result of these online courses.
Full Text Chapter Download: US $37.50 Add to Cart
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Chapter 3
Relevant Issues that Challenge the Designing of Transformative, Liberating Online Science Courses
The process by which scientists make predictions, observations, and inferences; develop, carry out, and critique investigations; gather evidence; propose explanations and conclusion based on evidence; and communicate findings to others.
Published in Chapter: Relevant Issues that Challenge the Designing of Transformative, Liberating Online Science Courses; From: Handbook of Research on Transformative Online Education and Liberation: Models for Social Equality
Full Text Chapter Download: US $37.50 Add to Cart
Chapter 1
Technology-Enhanced Professional Development With a Situated Community of Practice: Promoting Transformational Teaching
Both the ways scientists work to learn about the natural world and a constructivist model of instruction that emphasizes students doing science more like scientists do, focused on meaning making over memorization.
Published in Chapter: Technology-Enhanced Professional Development With a Situated Community of Practice: Promoting Transformational Teaching; From: Global Perspectives on Teacher Performance Improvement
Full Text Chapter Download: US $37.50 Add to Cart
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