Inquiry in science education: International perspectives

paper set emerged from an international symposium that aimed to shed light on issues associated with the enactment of inquiry both as means (i.e., inquiry as an instructional approach) and as ends (i.e., inquiry as a learning outcome) in precollege science classrooms. The symposium contributors were...

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Bibliographic Details
Published in:Science education (Salem, Mass.) Mass.), 2004-05, Vol.88 (3), p.397-419
Main Authors: Abd-El-Khalick, Fouad, BouJaoude, Saouma, Duschl, Richard, Lederman, Norman G, Mamlok-Naaman, Rachel, Hofstein, Avi, Niaz, Mansoor, Treagust, David, Tuan, Hsiao-lin
Format: Article
Language:English
Subjects:
Cross Cultural Studies
Curriculum Development
Curriculum subjects: programmes and methods
Educational Environment
Educational Philosophy
Educational sciences
Entdeckendes Lernen
Exact and natural sciences
Foreign Countries
Inquiry
International
Internationaler Vergleich
Naturwissenschaften
Science Curriculum
Science Education
Science Instruction
Secondary education
Secondary School Science
Symposium
Teaching
Teaching Methods
Unterricht
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Summary:paper set emerged from an international symposium that aimed to shed light on issues associated with the enactment of inquiry both as means (i.e., inquiry as an instructional approach) and as ends (i.e., inquiry as a learning outcome) in precollege science classrooms. The symposium contributors were charged with providing perspectives from their countries on the following major themes: (a) philosophical and practical conceptions of inquiry in the science curriculum; (b) images of the enactment of inquiry in the curriculum, curricular materials, classroom instruction, and assessment practices; and (c) factors and conditions, internal and external to the educational setting, which facilitate or impede inquiry-based science education. Another major theme that emerged from the symposium was related to the very conceptions of inquiry teaching. The individual contributions and synthesizing commentaries demonstrate that despite their situatedness and diversity, many themes and issues cut across the represented locales, and serve to show the significance and potential fruitfulness of any discourse regarding inquiry in science education that this paper set might, and we hope will, trigger in the near future.
ISSN:0036-8326
1098-237X
DOI:10.1002/sce.10118