Journal+of+Science+Teacher+Education

These articles were chosen as they address both reasoning and science discourse with an inquiry-based focus.

. **[|Journal of Science Teacher Education]**. Auburn: [|Aug 2010]. Vol. 21, Iss. 5; pg. 495
 * The Priority of the Question: Focus Questions for Sustained Reasoning in Science**

[|Abstract (Summary)]
Science education standards place a high priority on promoting the skills and dispositions associated with inquiry at all levels of learning. Yet, the questions teachers employ to foster sustained reasoning are most likely borrowed from a textbook, lab manual, or worksheet. Such generic questions generated for a mass audience, lack authenticity and contextual cues that allow learners to immediately appreciate a question's relevance. Teacher queries intended to motivate, guide, and foster learning through inquiry are known as focus questions. This theoretical article draws upon science education research to present a typology and conceptual framework intended to support science teacher educators as they identify, develop, and evaluate focus questions with their students.

Dolan, E., & Grady, J.. (2010). Recognizing Students' Scientific Reasoning: A Tool for Categorizing Complexity of Reasoning During Teaching by Inquiry. Journal of Science Teacher Education, 21(1), 31-55. Retrieved October 13, 2010, from ProQuest Education Journals. (Document ID: 1948384681).

[] Abstract (Summary)

Teaching by inquiry is touted for its potential to encourage students to reason scientifically. Yet, even when inquiry teaching is practiced, complexity of students' reasoning may be limited or unbalanced. We describe an analytic tool for recognizing when students are engaged in complex reasoning during inquiry teaching. Using classrooms that represented "best case scenarios" for inquiry teaching, we adapted and applied a matrix to categorize the complexity of students' reasoning. Our results revealed points when students' reasoning was quite complex and occasions when their reasoning was limited by the curriculum, instructional choices, or students' unprompted prescription. We propose that teachers use the matrix as a springboard for reflection and discussion that takes a sustained, critical view of inquiry teaching practice.[PUBLICATION ABSTRACT]

Campbell, T., Abd-hamid, N., & Chapman, H.. (2010). Development of Instruments to Assess Teacher and Student Perceptions of Inquiry Experiences in Science Classrooms. Journal of Science Teacher Education, 21(1), 13-30. Retrieved October 13, 2010, from ProQuest Education Journals. (Document ID: 1948384651).

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Abstract (Summary)

This study describes the development of two instruments to investigate the extent to which students are engaged in scientific inquiry. As a result of the instrument development process employed, each finalized instrument consisted of 20-items separated into five categories. Both instruments were found to be internally consistent, with high reliability estimates. Factor analysis showed two factors for each instrument that, while not clustering the items into the five categories, did show item clustering that is consistent with research literature about students' engagement in inquiry experiences. Based on the analyses completed, the instruments appear to be useful instruments for use in comprehensive assessment packages for assessing the extent to which students are experiencing inquiry in science classrooms.[PUBLICATION ABSTRACT]