A Comparison of Exemplary Biology, Chemistry, Earth Science, and Physics Teachers' Conceptions and Enactment of Inquiry
W. Breslyn 2012 Science Education v. 96, no. 1, p. 48-77
This is a research paper in which the authors used a mixed-methods approach to assess 60 secondary science teachers' conception and enactment of inquiry. The results indicate that those conceptions and enactments differ between the disciplines of biology, chemistry, Earth science, and physics. The authors emphasize that inquiry should be enacted within a discipline, rather than as an isolated subject.
