STUDENT INQUIRY IN SCIENCE EDUCATION

Without changing everyday teaching routines of the
teachers, reform efforts in science education are
destined to the failure. Inquiry as one of the most
essential elements of contemporary science education
reform movements promises this change to occur in the
teaching practices of science teachers. Yet, the
specific meanings attributed to inquiry by science
teachers do not necessarily match with the original
intentions of science education reform documents and
present a potential threat to the future success of
reform efforts. This book provides a comprehensive
discussion of the meaning of practicing inquiry in
science classrooms and opens new avenues in our
understanding of classroom inquiry.

Autorentext

Ayhan Karaman, PhD: Studied Science Education at Florida State University. Assistant Professor of Physics Education at Canakkale Onsekiz Mart University.

Klappentext

Without changing everyday teaching routines of the teachers, reform efforts in science education are destined to the failure. Inquiry as one of the most essential elements of contemporary science education reform movements promises this change to occur in the teaching practices of science teachers. Yet, the specific meanings attributed to inquiry by science teachers do not necessarily match with the original intentions of science education reform documents and present a potential threat to the future success of reform efforts. This book provides a comprehensive discussion of the meaning of practicing inquiry in science classrooms and opens new avenues in our understanding of classroom inquiry.