Analysis of Articles in The American Biology Teacher for Essential Features of Inquiry Representation.
Saved in:
| Title: | Analysis of Articles in The American Biology Teacher for Essential Features of Inquiry Representation. |
|---|---|
| Authors: | Mumba, Frackson1 (AUTHOR) mumba@virginia.edu, Pottmeyer, Laura Ochs2 (AUTHOR), Chabalengula, Vivien M.1 (AUTHOR) |
| Source: | Research in Science Education. Oct2021, Vol. 51 Issue 5, p1247-1267. 21p. |
| Subject Terms: | *Biology teachers, *College teachers, *Inquiry-based learning, *Science teachers, *Science classrooms, *Teacher educators |
| Abstract: | Most studies on inquiry have focused on student outcomes, teachers' conceptions of inquiry, implementation of inquiry in science classrooms, and inquiry coverage in science textbooks. Little is known about the nature of inquiry representation in science practitioner journals that serve as sources of inquiry science activities for many science teachers, science teacher educators, college instructors, and informal science practitioners. Therefore, this study examined the nature of inquiry representation in the articles that were published in The American Biology Teacher from 1998 to 2015. The study also sought to find out if there was a difference in inquiry representation between the articles that were written by teachers and college instructors. The nature of inquiry representation in the articles was determined by establishing the extent to which six essential features of inquiry—question, evidence, analysis, explain, connect, and communicate—were addressed in the articles. Results showed that most essential features of inquiry were adequately represented in the articles analyzed. However, most science activities did not have investigative questions to guide the inquiry process. We also found a significant difference in inquiry representation between the articles written by biology teachers and college instructors. Teachers addressed more essential features of inquiry in the articles than college instructors. On the other hand, there was no significant difference in the degree of student-directedness inquiry in the articles written by the teachers and college instructors. Overall, there was more partial inquiry than full inquiry representation in the articles analyzed. Implications of the findings and recommendations are discussed. [ABSTRACT FROM AUTHOR] |
| Copyright of Research in Science Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| FullText | Links: – Type: pdflink Text: Availability: 1 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 153079612 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Analysis of Articles in The American Biology Teacher for Essential Features of Inquiry Representation. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Mumba%2C+Frackson%22">Mumba, Frackson</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> mumba@virginia.edu</i><br /><searchLink fieldCode="AR" term="%22Pottmeyer%2C+Laura+Ochs%22">Pottmeyer, Laura Ochs</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Chabalengula%2C+Vivien+M%2E%22">Chabalengula, Vivien M.</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Research+in+Science+Education%22">Research in Science Education</searchLink>. Oct2021, Vol. 51 Issue 5, p1247-1267. 21p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Biology+teachers%22">Biology teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22College+teachers%22">College teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Inquiry-based+learning%22">Inquiry-based learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+teachers%22">Science teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+classrooms%22">Science classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+educators%22">Teacher educators</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Most studies on inquiry have focused on student outcomes, teachers' conceptions of inquiry, implementation of inquiry in science classrooms, and inquiry coverage in science textbooks. Little is known about the nature of inquiry representation in science practitioner journals that serve as sources of inquiry science activities for many science teachers, science teacher educators, college instructors, and informal science practitioners. Therefore, this study examined the nature of inquiry representation in the articles that were published in The American Biology Teacher from 1998 to 2015. The study also sought to find out if there was a difference in inquiry representation between the articles that were written by teachers and college instructors. The nature of inquiry representation in the articles was determined by establishing the extent to which six essential features of inquiry—question, evidence, analysis, explain, connect, and communicate—were addressed in the articles. Results showed that most essential features of inquiry were adequately represented in the articles analyzed. However, most science activities did not have investigative questions to guide the inquiry process. We also found a significant difference in inquiry representation between the articles written by biology teachers and college instructors. Teachers addressed more essential features of inquiry in the articles than college instructors. On the other hand, there was no significant difference in the degree of student-directedness inquiry in the articles written by the teachers and college instructors. Overall, there was more partial inquiry than full inquiry representation in the articles analyzed. Implications of the findings and recommendations are discussed. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Research in Science Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=153079612 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11165-019-09906-9 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 21 StartPage: 1247 Subjects: – SubjectFull: Biology teachers Type: general – SubjectFull: College teachers Type: general – SubjectFull: Inquiry-based learning Type: general – SubjectFull: Science teachers Type: general – SubjectFull: Science classrooms Type: general – SubjectFull: Teacher educators Type: general Titles: – TitleFull: Analysis of Articles in The American Biology Teacher for Essential Features of Inquiry Representation. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Mumba, Frackson – PersonEntity: Name: NameFull: Pottmeyer, Laura Ochs – PersonEntity: Name: NameFull: Chabalengula, Vivien M. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 0157244X Numbering: – Type: volume Value: 51 – Type: issue Value: 5 Titles: – TitleFull: Research in Science Education Type: main |
| ResultId | 1 |
