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- W67682956 abstract "The authors offer a framework that identifies two critical problems in designing inquiry-based instruction and suggest models for developing instruction that overcomes those problems. shall not today attempt further to define kinds of material I understand to be embraced within that shorthand description; and perhaps I could never succeed in intelligibly doing so. But I know it when I see it... -Potter Stewart Jacobellis v. Ohio Justice Stewart's statement regarding pornography would seem to be applicable to current state of inquiry in science education field. We have numerous rich descriptors of inquiry in action (National Research Council, 2000; Minstrell & van Zee, 2000), as well as robust rubrics designating levels of inquiry (Herron, 1971; Wheeler, 2000; Beerer & Bodzin, 2003). In other words, we know it when we see But these fall short in providing teachers with tools for how to develop inquirybased activities. Much of research investigating this has focused on structural barriers (e.g.time,resources, teacher knowledge, etc.) (Anderson, 2002; Minstrell & van Zee, 2000). This research suggests areas for policy makers and teacher educators to on, but these descriptions fall short of actually providing guidance to teachers. While we do not aim to produce a straightforward, cookbook process for generating inquiry activities, we do aim to push beyond know it when I see it. We feel this can be done by considering design of inquiry activities as a problem space. By exploring what makes inquiry inherently difficult, as well as three potential models that overcome these challenges, we aim to build a framework that has heuristic power. That is, it has potential to suggest further solutions to particular problem of designing inquiry activities. We are aiming for a middle ground between two current extremes: something that is more general than good examples of inquiry activities, but more specific and oriented towards creating activities than outcome descriptions of inquiry in action. Our analysis is informed both by conceptual frameworks from science studies and by experience of facilitating a variety of science educators in developing inquirybased instruction. This paper can be seen as a formalization of advice we find ourselves regularly giving science educators. Our framework can be divided into two broad sections. First, we outline a problem space component- an articulation of challenges in designing inquiry activities. Second, we provide a solution component- a series of activity types that have potential to resolve challenges of problem space. Our View of Inquiry The National Science Education Standards describe inquiry as the diverse ways in which scientists study natural world and propose explanations based on evidence derived from their work (NRC, 1996). Therefore, we draw heavily on studies of scientific practice to form our approach. Two concepts in particular have been useful and guide our further discussion. The first concept is notion that context matters. This is probably best encapsulated in Kuhn's (1970) principle of a paradigm: scientists operate in an existing framework that guides aspects of their work, such as what counts as evidence. This effects how participants react to empirical evidence. Scientists from different fields that have points of overlap will approach common topics in different manners. For example, when results from neutrino experiments differed from current theory, different types of involved researchers questioned different parts of theoretical framework (Pinch, 1981, 1985). But paradigm is more than just a gauge by which to judge new . It provides impetuous and ??f?86?a1?688 that motivate researchers to take on new in first place. Individual pieces of scientific (to extent one can even define an individual piece) only have meaning in their specific context. …" @default.
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- W67682956 date "2010-04-01" @default.
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- W67682956 title "Why Inquiry Is Inherently Difficult. . . and Some Ways to Make It Easier" @default.
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