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- W131570761 abstract "In this chapter, we describe a case study of the inquiry practices of four science teachers in a primary school in Singapore. We were motivated to carry out this study to address two issues. Firstly, while there has been a significant amount of research into the nature of inquiry science, more recent discussions have pointed to the smaller amount of research on teachers’ instructional practices of inquiry in the classrooms. For teachers transiting into inquiry practice, concrete descriptions and analyses of what inquiry looks like in practice, when and how it occurs can be helpful. Secondly, teachers were concerned that inquiry science, as described in literature, was impossible to implement in countries such as Singapore where there are usually large class sizes and a strong focus on preparing students for national examinations. Our study surfaced nuances in the teachers’ inquiry practice that sought not only to address local issues but also reflected their tacit experience and beliefs. Importantly, this study also examined the tensions teachers faced and the factors that contributed to their dilemma and decisions as they adapted their teaching practices to their beliefs and interpretations of what constitute inquiry science. This line of inquiry would contribute towards efforts in supporting teachers who are transiting into inquiry science practices." @default.
- W131570761 created "2016-06-24" @default.
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- W131570761 date "2014-01-01" @default.
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- W131570761 title "Transiting into Inquiry Science Practice: Tales from a Primary School" @default.
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- W131570761 doi "https://doi.org/10.1007/978-981-4585-78-1_8" @default.
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