Journal Article Detail Page
written by
Irene Y. Salter and Leslie Atkins Elliott
While some researchers have argued for science classrooms that embrace open-inquiry by engaging students in doing science as scientists do (cf. National Research Council [NRC] 1996; Driver et al. in Sci Educ 84:287–312, 2000; Windschitl et al. in Sci Educ 87(1):112–143, 2008), others have argued that open-inquiry is impractical, ineffective, and perhaps even counter-productive towards promoting normative scientific ideas (cf. Kirschner et al. in Educ Psychol 41(2):75–86, 2006; Settlage in J Sci Teach Educ 18:461–467, 2007). One of the challenges in informing the debate on this issue is the scarcity of well-documented courses that engage students in open-inquiry characteristic of scientific research. This paper describes the design, implementation, and outcomes of such a course for undergraduates planning on becoming elementary teachers. The goal of the class was to immerse future teachers in authentic, open-inquiry (without specific learning goals related to scientific concepts) in hopes that students would come away with a deeper understanding of the nature of science (NOS) and improved attitudes towards science. Data collected from a variety of sources indicate that an authentic, open-inquiry experience is feasible to implement in an undergraduate setting, gives students a more sophisticated NOS understanding, improves students' attitudes towards science and open-inquiry, and changes the way they intend to teach science in their future classrooms.
Journal of Science Teacher Education: Volume 24, Issue 1, Pages 157-177
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Record Link
<a href="https://www.per-central.org/items/detail.cfm?ID=12971">Salter, Irene, and Leslie Atkins Elliott. "Student-Generated Scientific Inquiry for Elementary Education Undergraduates: Course Development, Outcomes and Implications." J. Sci. Teach. Educ. 24, no. 1, (2013): 157-177.</a>
AIP Format
I. Salter and L. Atkins Elliott, , J. Sci. Teach. Educ. 24 (1), 157 (2013), WWW Document, (https://link.springer.com/article/10.1007/s10972-011-9250-3).
AJP/PRST-PER
I. Salter and L. Atkins Elliott, Student-Generated Scientific Inquiry for Elementary Education Undergraduates: Course Development, Outcomes and Implications, J. Sci. Teach. Educ. 24 (1), 157 (2013), <https://link.springer.com/article/10.1007/s10972-011-9250-3>.
APA Format
Salter, I., & Atkins Elliott, L. (2013). Student-Generated Scientific Inquiry for Elementary Education Undergraduates: Course Development, Outcomes and Implications. J. Sci. Teach. Educ., 24(1), 157-177. Retrieved October 13, 2024, from https://link.springer.com/article/10.1007/s10972-011-9250-3
Chicago Format
Salter, Irene, and Leslie Atkins Elliott. "Student-Generated Scientific Inquiry for Elementary Education Undergraduates: Course Development, Outcomes and Implications." J. Sci. Teach. Educ. 24, no. 1, (2013): 157-177, https://link.springer.com/article/10.1007/s10972-011-9250-3 (accessed 13 October 2024).
MLA Format
Salter, Irene, and Leslie Atkins Elliott. "Student-Generated Scientific Inquiry for Elementary Education Undergraduates: Course Development, Outcomes and Implications." J. Sci. Teach. Educ. 24.1 (2013): 157-177. 13 Oct. 2024 <https://link.springer.com/article/10.1007/s10972-011-9250-3>.
BibTeX Export Format
@article{
Author = "Irene Salter and Leslie Atkins Elliott",
Title = {Student-Generated Scientific Inquiry for Elementary Education Undergraduates: Course Development, Outcomes and Implications},
Journal = {J. Sci. Teach. Educ.},
Volume = {24},
Number = {1},
Pages = {157-177},
Year = {2013}
}
Refer Export Format
%A Irene Salter %A Leslie Atkins Elliott %T Student-Generated Scientific Inquiry for Elementary Education Undergraduates: Course Development, Outcomes and Implications %J J. Sci. Teach. Educ. %V 24 %N 1 %D 2013 %P 157-177 %U https://link.springer.com/article/10.1007/s10972-011-9250-3 %O application/pdf
EndNote Export Format
%0 Journal Article %A Salter, Irene %A Atkins Elliott, Leslie %D 2013 %T Student-Generated Scientific Inquiry for Elementary Education Undergraduates: Course Development, Outcomes and Implications %J J. Sci. Teach. Educ. %V 24 %N 1 %P 157-177 %U https://link.springer.com/article/10.1007/s10972-011-9250-3 Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
Citation Source Information
The AIP Style presented is based on information from the AIP Style Manual. The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles. The APA Style presented is based on information from APA Style.org: Electronic References. The Chicago Style presented is based on information from Examples of Chicago-Style Documentation. The MLA Style presented is based on information from the MLA FAQ. |
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