Teachers performances during a practical dynamic open inquiry process

Michal Zion, Ilana Schanin, Ester Rimerman Shmueli

Research output: Contribution to journalArticlepeer-review


The research goal of this study was to determine whether teachers who participated in an inquiry-based course were able to internalize a dynamic open inquiry process. This study focused on 25 science teachers who participated in an annual inquiry-based academic course. Several teaching tools helped teachers employ an open inquiry process. We concluded that the teaching tools applied by teachers in documenting their inquiry processes enabled them to express dynamic inquiry characteristics. The results indicate consistency between the criteria most frequent in teachers inquiries and the criteria running through their reflections. In addition, teachers implemented the dynamic inquiry criteria in their classroom teaching.

Original languageEnglish
Pages (from-to)695-716
Number of pages22
JournalTeachers and Teaching: Theory and Practice
Issue number6
Early online date14 Aug 2013
StatePublished - 1 Dec 2013


  • Dynamic inquiry; inquiry-based teaching
  • Open inquiry; professional development
  • Reflection

All Science Journal Classification (ASJC) codes

  • Education
  • Arts and Humanities (miscellaneous)


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