No Silver Bullet for Inquiry:Making Sense of Teacher ChangeFollowing an Inquiry-Based Research Experience for Teachers

摘要

Inquiry is seen as central to the reform of science teaching and learning, butfew teachers have experience with scientific inquiry and thus possess very naive conceptionsof it. One promising form of professional development, research experiences for teachers(RETs), allows teachers to experience scientific inquiry in the hopes that these experienceswill then translate to inquiry in the classroom. As intuitively pleasing as these programsare, scant evidence documents their effectiveness. For this study, four secondary science