Skip to main content
SpringerLink
Log in

Teacher Cognition of Engaging Children in Scientific Practices

  • Chapter
Cognition, Metacognition, and Culture in STEM Education

Part of the book series: Innovations in Science Education and Technology ((ISET,volume 24))

Abstract

We focus on teacher cognition of how to engage students in scientific practices in the classroom by drawing on the empirical literature related to teacher knowledge of inquiry-based instruction, scientific inquiry, and our own work centered on engaging teachers in authentic scientific investigations. Teacher cognition of scientific practices is important in light of the renewed emphasis in the US and abroad on the practices of science, that emphasizes carrying out scientific ways of thinking in the classroom to foster higher-level thinking in children. Although engaging students in inquiry-oriented pedagogy has been advocated for over a hundred years, this kind of teaching is rare. Even some of the most informed teachers struggle to (1) articulate what inquiry is, often recognizing only the most salient features of inquiry, and (2) engage their students in critical aspects of doing science and understanding the nature of science. In this chapter we explore what teachers need to know in order to enact sophisticated science pedagogy related to scientific practices in the classroom. We also argue that teachers need to have integrated knowledge of science concepts, scientific practices, nature of science, and pedagogy, and to take a metacognitive stance towards their teaching to support students in engaging in scientific practices in the classroom.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 119.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 159.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 159.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Abd-El Khalick, F., & BouJaoude, S. (1997). An exploratory study of the knowledge base for science teaching. Journal of Research in Science Teaching, 34, 673–699.

    Article  Google Scholar 

  • Abd-El-Khalick, F., Bell, R. L., & Lederman, N. G. (1998). The nature of science and instructional practice: Making the unnatural natural. Science Education, 82, 417–436.

    Article  Google Scholar 

  • Abell, S. K. (2007). In S. K. Abell & N. G. Lederman (Eds.), Science teacher knowledge. Mahwah: Lawrence Erlbaum Associates, Inc.

    Google Scholar 

  • Abell, S. K., & Roth, M. (1992). Constraints to teaching elementary science: A case study of a science enthusiast student teacher. Science Education, 76(6), 581–595.

    Article  Google Scholar 

  • Alexander, R. J. (1984). Innovation and continuity in the initial teacher education curriculum. London: Holt, Rinehart & Winston.

    Google Scholar 

  • American Association for the Advancement of Science. (1993). Benchmarks for science literacy. New York: Oxford University Press.

    Google Scholar 

  • Anderson, R. D. (2002). Reforming science teaching? What research says about inquiry. Journal of Science Teacher Education, 13(1), 1–12.

    Article  Google Scholar 

  • Anderson, R. D. (2007). Inquiry as an organizing them for science curricula. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 808–830). New York: Routledge.

    Google Scholar 

  • Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389–407.

    Article  Google Scholar 

  • Barnea, N., Dori, Y. J., & Hofstein, A. (2010). Development and implementation of inquiry-based and computerized-based laboratories: Reforming high school chemistry in Israel. Chemical Education Research and Practice, 11(3), 218–228.

    Article  Google Scholar 

  • Blanchard, M. R., Southerland, S. A., & Granger, E. M. (2009). No silver bullet for inquiry: Making senseof teacher change following an inquiry-based research experience for teachers. Journal of Research in Science Teaching, 93(2), 322–360.

    Google Scholar 

  • Brown, P. L., Abell, S. K., Demir, A., & Schmidt, F. J. (2006). College science teachers’ views of classroom inquiry. Science Education, 90(5), 784–802.

    Article  Google Scholar 

  • Calderhead, J. (1996). Teachers: Beleifs and knowledge. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology. New York: Macmillan.

    Google Scholar 

  • Capps, D. K., & Crawford, B. A. (2013a). Inquiry-based instruction in science classrooms: Is it happening? Journal of Science Teacher Education, 24(3), 497–526.

    Article  Google Scholar 

  • Capps, D. K., & Crawford, B. A. (2013b). Inquiry-based professional development: What does it take to support teachers in learning about inquiry and nature of science? International Journal of Science Education, 35(12), 1947–1978.

    Article  Google Scholar 

  • Capps, D. K., Shemwell, J. T., & Young, A. M. (2016). Over reported and misunderstood? A study of teachers’ reported enactment and knowledge of inquiry-based science teaching. International Journal of Science Education, 38(6), 934–959.

    Google Scholar 

  • Carey, R. L., & Stauss, N. G. (1970). An analysis of experienced science teachers’ understanding of the nature of science. School Science and Mathematics, 70(5), 366–376.

    Article  Google Scholar 

  • Carlsen, W. S. (1993). Teacher knowledge and discourse control: Quantitative evidence from novice biology teachers’ classrooms. Journal of Research in Science Teaching, 30, 471–481.

    Article  Google Scholar 

  • Cochran-Smith, M., & Lytle, S. L. (1999). Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24, 249–305.

    Google Scholar 

  • Connelly, F. M., & Clandinin, D. J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19(5), 2–14.

    Article  Google Scholar 

  • Connelly, F. M., Clandinin, D. J., & Hee, M. F. (1997). Teachers’ personal practical knowledge on the professional knowledge landscape. Teaching and Teacher Education, 13(7), 665–674.

    Google Scholar 

  • Crawford, B. A. (2000). Embracing the essence of inquiry: New roles for science teachers. Journal of Research in Science Teaching, 37(9), 916–937.

    Article  Google Scholar 

  • Crawford, B. A. (2007). Learning to teach science as inquiry in the rough and tumble of practice. Journal of Research in Science Teaching, 44(4), 613–642.

    Article  Google Scholar 

  • Crawford, B. A. (2014). From inquiry to scientific practices in the science classroom. In N. Lederman & S. Abell (Eds.), Handbook of research on science education (Vol. II). New York: Routledge.

    Google Scholar 

  • Crippen, K., & Antonenko, P. D. (2018). Designing for collaborative problem solving in STEM. In Y. J. Dori, Z. Mevarech, & D. Baker (Eds.), Cognition, metacognition, and culture in stem education (pp. 89–116). Springer.

    Google Scholar 

  • Department for Education and Skills/Qualification and Curriculum Authority. (2004). Science – the national curriculum for England. London: HMSO.

    Google Scholar 

  • Dewey, J. (1910). Science as subject matter and as method. Science, 31, 121–127.

    Article  Google Scholar 

  • Dobey, D. C., & Schafer, L. E. (1984). The effects of knowledge on elementary science inquiry teaching. Science Education, 68, 39–51.

    Article  Google Scholar 

  • Fenstermacher, G. D. (1994). The knower and the known: The nature of knowledge in research on teaching. Review of Research in Education, 20, 3–56.

    Google Scholar 

  • Finley, F., Lawrenz, F., & Heller, P. (1992). A summary of research in science education- 1990. Science Education, 76, 239–254.

    Article  Google Scholar 

  • Flavell, J. H. (1979). Metacognition and cognitive monitoring. American Psychologist, 34, 906–911.

    Article  Google Scholar 

  • Grossman, P. L. (1990). A tale of two hamlets. In the making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press.

    Google Scholar 

  • Hacker, D. J., Dunlosky, J., & Graesser, A. C. (1998). Metacognition in educational theory and practice. Mahwah: Erlbaum.

    Book  Google Scholar 

  • Hashweh, M. Z. (1987). Effects of subject matter knowledge in the teaching of biology and physics. Teaching and Teacher Education, 3, 109–120.

    Article  Google Scholar 

  • Henze, I., van Driel, J. H., & Verloop, N. (2009). The change of science teachers’ personal knowledge about teaching models and modelling in the context of science education reform. International Journal of Science Education, 29, 1819–1846.

    Article  Google Scholar 

  • Hunter, A. B., Laursen, S. L., & Seymour, E. (2006). Becoming a scientist: The role of undergraduate research in students’ cognitive, personal, and professional development. Science Education, 91, 36–74.

    Article  Google Scholar 

  • Kagan, D. M. (1992). Implication of research on teacher belief. Educational Psychologist, 27(1), 65.

    Article  Google Scholar 

  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.

    Book  Google Scholar 

  • Lead States, N. G. S. S. (2013). Next generation science standards: For states, by states. Washington, DC: The National Academies Press.

    Google Scholar 

  • Lederman, N. G. (1992). Students’ and teachers’ conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29(4), 331–359.

    Article  Google Scholar 

  • Lederman, N. G. (1999). Teachers’ understanding of the nature of science and classroom practice: Factors that facilitate or impede the relationship. Journal of Research in Science Teaching, 36(8), 916–929.

    Article  Google Scholar 

  • Lee, O. (1995). Subject matter knowledge, classroom management, and instructional practices in middle school science classrooms. Journal of Research in Science Teaching, 32, 423–440.

    Article  Google Scholar 

  • Llewellyn, D. (2005). Teaching high school science through inquiry: A case study approach. Thousand Oaks: SAGE Publications.

    Google Scholar 

  • Lotter, C., Harwood, W. S., & Bonner, J. J. (2006). Overcoming a learning bottleneck: Inquiry professional development for secondary science teachers. Journal of Science Teacher Education, 17, 185–216.

    Article  Google Scholar 

  • Ministry of Education of Singapore. (2007). Primary science syllabus. Ministry of Education of Singapore: Curriculum Planning & Development Division.

    Google Scholar 

  • National Research Council. (1996). National science education standards. Washington, DC: National Academy Press.

    Google Scholar 

  • National Research Council. (2000). Inquiry and the National Science Education Standards. Washington, DC: National Academy Press.

    Google Scholar 

  • National Research Council. (2007). Taking science to school: Learning and teaching science in grades K-8. Washington, DC: National Academies Press.

    Google Scholar 

  • National Research Council. (2012). A framework for K-12 science education: Practices crosscutting concepts, and core ideas. Washington, DC: National Academy Press.

    Google Scholar 

  • Newton, D. P., & Newton, L. D. (2001). Subject content knoweldge and teacher talk in the primary science classroom. European Journal of Teacher Education, 24, 369–379.

    Article  Google Scholar 

  • Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332.

    Article  Google Scholar 

  • Rutherford, F. J. (1964). The role of inquiry in science teaching. Journal of Research in Science Teaching, 2, 80–84.

    Article  Google Scholar 

  • Schon, D. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass.

    Google Scholar 

  • Schwartz, R. S., Lederman, N. G., & Crawford, B. A. (2004). Developing views of nature of science in an authentic context: An explicit approach to bridging the gap between nature of science and scientific inquiry. Science Education, 88(4), 610–645.

    Article  Google Scholar 

  • Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.

    Article  Google Scholar 

  • Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22.

    Article  Google Scholar 

  • Smith, D. M., & Cooper, B. (1967). A study of the use of various techniques in teaching science in the elementary school. School Science and Mathematics, 67(6), 559–566.

    Google Scholar 

  • Tamir, P. (1991). Professional and personal knowledge of teachers and teacher educators. Teaching and Teacher Education, 7, 263–268.

    Article  Google Scholar 

  • Usak, M., Ozden, M., & Eilks, I. (2011). A case study of beginning teachers’ subject matter (SMK) and pedagogical content knowledge (PCK) of teaching chemical reaction in Turkey. European Journal of Teacher Education, 34, 407–429.

    Article  Google Scholar 

  • van Driel, J., Berry, A., & Meirink. (2014). Science teacher knowledge. In N. Lederman & S. K. Abell (Eds.), Handbook of research on science education (Vol. II). New York: Routledge.

    Google Scholar 

  • Wenger, E. (1998). Communities of practice: Meaning, learning, and identity. Cambridge: Cambridge University Press.

    Book  Google Scholar 

  • Wheeler, G. F. (2000). In J. Minstrell & E. van Zee (Eds.), Inquiring into inquiry learning and teaching in science (pp. 471–496). Washington, DC: American Association for the Advancement of Science.

    Google Scholar 

  • Yerrick, R., Radosta, M., & Greene, K. (2018). Technology, culture and young science teachers—A promise unfulfilled and proposals for change. In Y. J. Dori, Z. Mevarech, & D. Baker (Eds.), Cognition, metacognition, and culture in STEM education (pp. 117–138). Springer.

    Google Scholar 

  • Zohar, A. (2004). Higher-order thinking in science classrooms: Students’ learning and teacher’ professional development. Dordrecht: Kluwer Academic Press.

    Book  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Mathematics and Science Education, College of Education, University of Georgia, Athens, GA, USA

    Barbara A. Crawford & Daniel K. Capps

Authors
  1. Barbara A. Crawford
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Daniel K. Capps
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Barbara A. Crawford .

Editor information

Editors and Affiliations

  1. Faculty of Education in Science and Technology, Technion, Haifa, Israel

    Yehudit Judy Dori

  2. The Samuel Neaman Institute for National Policy Research, Haifa, Israel

    Yehudit Judy Dori

  3. David Yellin Academic College of Education, Bar-Ilan University, Jerusalem, Israel

    Zemira R. Mevarech

  4. Mary Lou Fulton Teachers College Educational Leadership and Innovation, Arizona State University, Tempe, AZ, USA

    Dale R. Baker

Rights and permissions

Reprints and permissions

Copyright information

© 2018 Springer International Publishing AG

About this chapter

Cite this chapter

Crawford, B.A., Capps, D.K. (2018). Teacher Cognition of Engaging Children in Scientific Practices. In: Dori, Y.J., Mevarech, Z.R., Baker, D.R. (eds) Cognition, Metacognition, and Culture in STEM Education. Innovations in Science Education and Technology, vol 24. Springer, Cham. https://doi.org/10.1007/978-3-319-66659-4_2

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-66659-4_2

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-66657-0

  • Online ISBN: 978-3-319-66659-4

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation