A paper from the CASES longitudinal study has just been published in the March issue of Science Education. The study focuses on beginning elementary teachers’ beliefs about the use of driving questions and investigation questions to engage students in science as inquiry. Specifically, we investigated how four beginning elementary teachers conceptualize the role of these questions in inquiry-based science, how they negotiate their use in light of their other beliefs and priorities, and how these beliefs evolve over the first three years of their teaching careers.
Forbes, C.T. & Davis, E.A. (2010). Beginning elementary teachers’ beliefs about the use of anchoring questions in science: A longitudinal study. Science Education, 94(2), 365-387.