Fostering Teachers’ Reflections on the Dynamic Characteristics of Open Inquiry through Metacognitive Prompts

Idit Adler, Michal Zion, Esther Rimerman-Shmueli

Research output: Contribution to journalArticlepeer-review

Abstract

This study examined teachers’ expressions of the dynamic characteristics of open inquiry, which emphasize the scientific, continuous, and flexible thinking and affective aspects associated with the inquiry process. Metacognitive prompts supported teachers’ reflections as they engaged in an open inquiry process. Using both qualitative and quantitative methods, we analyzed teachers’ reflections and characterized their expressions of the dynamic characteristics of open inquiry. The results indicate that metacognitive prompts focused teachers’ attention to the characteristics of open inquiry, which were expressed in their reflections. These expressions varied according to the metacognitive prompts used to support the teachers. The results have implications for teachers’ professional development, specifically for the design of metacognitive prompts to support teachers in internalizing the dynamic nature of open inquiry.

Original languageEnglish
Pages (from-to)763-787
Number of pages25
JournalJournal of Science Teacher Education
Volume30
Issue number7
DOIs
StatePublished - 3 Oct 2019
Externally publishedYes

Keywords

  • Dynamic inquiry
  • metacognition
  • metacognitive prompts
  • open inquiry
  • reflection
  • teachers’ professional development

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