Differing Views of Classroom Inquiry Enactment

• In Event: Science Inquiry for Teaching and Learning

Abstract

The use of inquiry as an instructional practice in science classrooms has been identified as a necessary to support the science learning for all students. The National Science Foundation has funded many Research Experiences for Teachers (RETs) professional development programs during which teachers engage in scientific research in order to experience the practices of inquiry and hopefully translate those experiences into practice. This research describes how researchers and teachers differentially identify and describe example classroom inquiry as provided by teachers who participate in RET programs through use of the Science Teaching Inquiry Rubric (STIR) (Beerer & Bozin, 2003).

Authors

• Katrina Roseler, Florida State University

• Michael William Dentzau, Columbus State University