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Sarah Capitelli Paula Hooper Lynn Rankin Marilyn Austin Gennifer Caven 《Journal of Science Teacher Education》2016,27(3):283-302
This qualitative case study looks closely at an elementary teacher who participated in professional development experiences that helped her develop a hybrid practice of using inquiry-based science to teach both science content and English language development (ELD) to her students, many of whom are English language learners (ELLs). This case study examines the teacher’s reflections on her teaching and her students’ learning as she engaged her students in science learning and supported their developing language skills. It explicates the professional learning experiences that supported the development of this hybrid practice. Closely examining the pedagogical practice and reflections of a teacher who is developing an inquiry-based approach to both science learning and language development can provide insights into how teachers come to integrate their professional development experiences with their classroom expertise in order to create a hybrid inquiry-based science ELD practice. This qualitative case study contributes to the emerging scholarship on the development of teacher practice of inquiry-based science instruction as a vehicle for both science instruction and ELD for ELLs. This study demonstrates how an effective teaching practice that supports both the science and language learning of students can develop from ongoing professional learning experiences that are grounded in current perspectives about language development and that immerse teachers in an inquiry-based approach to learning and instruction. Additionally, this case study also underscores the important role that professional learning opportunities can play in supporting teachers in developing a deeper understanding of the affordances that inquiry-based science can provide for language development. 相似文献
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Ya-Chun Chen Yi-Ting Pan Zuway-R Hong Xue-Fang Weng 《Research in Science & Technological Education》2020,38(2):185-207
ABSTRACTBackground: As inquiry-based instruction is not universally implemented in science classrooms, it is crucial to introduce instructional strategies through the use of contextualized learning activities to allow students with different background knowledge and abilities to learn the essential competencies of scientific inquiry and promote their emotional perception and engagement.Purpose: This study explores how essential scientific competencies of inquiry can be integrated into classroom teaching practices and investigates both typical and gifted secondary students’ emotional perception and engagement in learning activities.Sample: A case teacher along with 226 typical and 18 gifted students from a suburban secondary school at Taiwan participated in this study.Design and methods: After attending twelve 3-hour professional development workshops that focused on scientific inquiry teaching, the case teacher voluntarily developed and elaborated her own teaching activities through the discussions and feedback that she received from workshop participants and science educators. Quantitative and qualitative data were collected through activity worksheet, questionnaire, video camera, and tape recorders. Frequency distribution, Mann-Whitney U test, and discourse analysis were used for data analyses.Results: Case teacher’s teaching activities provide contextual investigations that allow students to practice making hypotheses, planning investigations, and presenting and evaluating findings. Students’ learning outcomes reveal that typical students can engage in inquiry-based learning with positive emotional perception as well as gifted students regardless of their ability level. Both gifted and typical students’ positive emotional perception of and active engagement in learning provide fresh insight into feasible instructions for teachers who are interested in inquiry-based teaching but have little available time to implement such instructions into their classrooms.Conclusions: The results of our work begin to address the critical issues of inquiry-based teaching by providing an exemplary teaching unit encompassing essential scientific competencies 相似文献
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Kristina Soprano Li-Ling Yang 《International Journal of Science and Mathematics Education》2013,11(6):1351-1368
This case study reports the effects of a cooperative learning field experience on a pre-service teacher’s views of inquiry-based science and her science teaching self-efficacy. Framed by an action research model, this study examined (a) the pre-service teacher’s developing understanding of inquiry-based science teaching and learning throughout the planning and implementation phases of the field experience and (b) the pre-service teacher’s inquiry-based science teaching self-efficacy beliefs prior to and after the field experience. The pre-service teacher’s self-reflections before and after the field experience, video reflections, and results from the Personal Science Teaching Efficacy, a subscale on the Science Teaching Expectancy Belief Instrument-form B, were analyzed in this study. The findings revealed that (a) the pre-service teacher’s understanding of inquiry-based science teaching and learning was developed and enhanced through the planning and teaching phases of the field experience and (b) the pre-service teacher’s science teaching self-efficacy beliefs were improved as a result of a stronger appreciation and understanding of inquiry-based science teaching and learning. Further, the significance of this study suggests the use of cooperative inquiry-based field experiences and pre-service teacher action research by teacher education programs as means to deepening understanding of inquiry-based science instruction and increasing self-efficacy for such teaching. 相似文献
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Minkee Kim Jari Lavonen Kalle Juuti Jack Holbrook Miia Rannikmäe 《International Journal of Science and Mathematics Education》2013,11(2):359-383
In inquiry-based science education, there have been gradual shifts in research interests: the nature of scientific method, the debates on the effects of inquiry learning, and, recently, inquiry teaching. However, many in-service programs for inquiry teaching have reported inconsistent results due to the static view of classroom inquiries and due to the partial perspective between individual and collaborative reflections. Thus, by means of a theoretical progress model of collaborative reflection, this qualitative research aims to investigate reflections of four participant teachers before and during a half-year in-service teacher program. The model captures the following four interactions for each individual teacher and among the teacher cohort: belief to practice, practice to belief, stimulation, and reinforcement. The audio–video data and their quantification allowed identification of the teachers’ consistent prior beliefs and practices as a multiplicity of inquiry teaching and their interwoven progress during the program. The findings are further discussed in terms of the implicit development and the richer repertoire. 相似文献
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In recent years, inquiry-based science instruction has become widely advocated in science education standards in many countries and, hence, in teacher preparation programmes. Nevertheless, in practice, one finds a wide variety of science instructional approaches. In South Africa, as in many countries, there is also a great disparity in school demographic situations, which can also affect teaching practices. This study investigated the pedagogical orientations of in-service physical sciences teachers at a diversity of schools in South Africa. Assessment items in a Pedagogy of Science Teaching Test (POSTT) were used to identify teachers’ science teaching orientations, and reasons for pedagogical choices were probed in interviews. The findings reveal remarkable differences between the orientations of teachers at disadvantaged township schools and teachers at more privileged suburban schools. We found that teachers at township schools have a strong ‘active direct’ teaching orientation overall, involving direct exposition of the science followed by confirmatory practical work, while teachers at suburban schools exhibit a guided inquiry orientation, with concepts being developed via a guided exploration phase. The study identified contextual factors such as class size, availability of resources, teacher competence and confidence, time constraints, student ability, school culture and parents’ expectations as influencing the methods adopted by teachers. In view of the recent imperative for inquiry-based learning in the new South African curriculum, this study affirms the context specificity of curriculum implementation (Bybee 1993) and suggests situational factors beyond the curriculum mandate that need to be addressed to achieve successful inquiry-based classroom instruction in science. 相似文献
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This investigation explores the effectiveness of a teacher preparation program aligned with situated learning theory on preservice science teachers' use of technology during their student teaching experiences. Participants included 26 preservice science teachers enrolled in a 2‐year Master of Teaching program. A specific program goal was to prepare teachers to use technology to support reform‐based science instruction. To this end, the program integrated technology instruction across five courses and situated this instruction within the context of learning and teaching science. A variety of data sources were used to characterize the participants' intentions and instructional practices, including classroom observations, lesson plans, interviews, and written reflections. Data analysis followed a constant comparative process with the goal of describing if, how, and why the participants integrated technology into their instruction and the extent to which they applied, adapted, and innovated upon what they learned in the science teacher preparation program. Results indicate that all participants used technology throughout their student teaching for reform‐based science instruction. Additionally, they used digital images, videos, animations, and simulations to teach process skills, support inquiry instruction, and to enhance student engagement in ways that represented application, adaptation, and innovation upon what they learned in the science teaching methods program. Participants cited several features of the science teacher preparation program that helped them to effectively integrate technology into their instruction. These included participating in science lessons in which technology was modeled in the context of specific instructional approaches, collaborating with peers, and opportunities for feedback and reflection after teaching lessons. The findings of this study suggest that situated learning theory may provide an effective structure for preparing preservice teachers to integrate technology in ways that support reform‐based instruction. © 2013 Wiley Periodicals, Inc. J Res Sci Teach 50:348–379, 2013 相似文献
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After decades of research endorsing inquiry-based learning, at best only moderate success has been noted in creating effective
systemic implementation in K-12 classrooms. Thus, teachers need to be better equipped in how to bring this transformation
to their own classrooms. Changing beliefs and overcoming external obstacles encourages the use of inquiry, but a clear, yet
dynamic, instructional model is also needed for teachers to see the potential of inquiry-based instruction. The proposed 4E × 2
(read “4E by 2”) Instructional Model provides such a model for learning that links strong conceptual understanding of content
with inquiry learning experiences. The 4E × 2 Model integrates what we know and understand about inquiry-based teaching and
learning with effective assessment and metacognitive reflection. These three constructs, formative assessment, inquiry instructional
models, and metacognitive reflection, are foundational to the Model. A synthesis of research tied to these three constructs
provides the justification of both the need for and the value of such a model. An argument for the formation of the 4E × 2
Instructional Model is made based on the coherence and the resulting synergy that occurs when these three learning constructs
are united. 相似文献
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《Studying Teacher Education》2013,9(2):201-212
This paper describes a teacher educator's self-study of work with her M.Ed. students at a private international university in Pakistan. This systematic inquiry highlights changes and improvements in teaching drawn from experiences of practice based on autobiographies. Analysis shows that improvement in teaching came from the author's learning through self-study. Analysis also reveals implications for teacher educators and teacher education in general. 相似文献
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Joseph E. Ireland James J. Watters Jo Brownlee Mandy Lupton 《Journal of Science Teacher Education》2012,23(2):159-175
This study explored practicing elementary school teacher’s conceptions of teaching in ways that foster inquiry-based learning
in the science curriculum (inquiry teaching). The advocacy for inquiry-based learning in contemporary curricula assumes the
principle that students learn in their own way by drawing on direct experience fostered by the teacher. That students should
be able to discover answers themselves through active engagement with new experiences was central to the thinking of eminent
educators such as Pestalozzi, Dewey and Montessori. However, even after many years of research and practice, inquiry learning
as a referent for teaching still struggles to find expression in the average teachers’ pedagogy. This study drew on interview
data from 20 elementary teachers. A phenomenographic analysis revealed three conceptions of teaching for inquiry learning
in science in the elementary years of schooling: (a) The Experience-centered conception where teachers focused on providing
interesting sensory experiences to students; (b) The Problem-centered conception where teachers focused on engaging students
with challenging problems; and (c) The Question-centered conception where teachers focused on helping students to ask and
answer their own questions. Understanding teachers’ conceptions has implications for both the enactment of inquiry teaching
in the classroom as well as the uptake of new teaching behaviors during professional development, with enhanced outcomes for
engaging students in Science. 相似文献
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Leonard A. Annetta Wendy M. Frazier Elizabeth Folta Shawn Holmes Richard Lamb Meng-Tzu Cheng 《Journal of Science Education and Technology》2013,22(1):47-61
Designed-based research principles guided the study of 51 secondary-science teachers in the second year of a 3-year professional development project. The project entailed the creation of student-centered, inquiry-based, science, video games. A professional development model appropriate for infusing innovative technologies into standards-based curricula was employed to determine how science teacher’s attitudes and efficacy where impacted while designing science-based video games. The study’s mixed-method design ascertained teacher efficacy on five factors (General computer use, Science Learning, Inquiry Teaching and Learning, Synchronous chat/text, and Playing Video Games) related to technology and gaming using a web-based survey). Qualitative data in the form of online blog posts was gathered during the project to assist in the triangulation and assessment of teacher efficacy. Data analyses consisted of an Analysis of Variance and serial coding of teacher reflective responses. Results indicated participants who used computers daily have higher efficacy while using inquiry-based teaching methods and science teaching and learning. Additional emergent findings revealed possible motivating factors for efficacy. This professional development project was focused on inquiry as a pedagogical strategy, standard-based science learning as means to develop content knowledge, and creating video games as technological knowledge. The project was consistent with the Technological Pedagogical Content Knowledge (TPCK) framework where overlapping circles of the three components indicates development of an integrated understanding of the suggested relationships. Findings provide suggestions for development of standards-based science education software, its integration into the curriculum and, strategies for implementing technology into teaching practices. 相似文献
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Documentary websites known as “snapshots of practice” provide vivid examples of teachers’ inquiries into issues they have formulated in the context of their own teaching practices and students’ learning. Designed with assistance from Carnegie Foundation for the Advancement of Teaching, snapshots of practice can be accessed in the K–12 section of the Gallery of Teaching and Learning (). Analysis of prospective teachers’ reflections on science-related snapshots of practice indicate that this use of technology enhanced their understanding of inquiry-based approaches to instruction. The paper also illustrates how prospective teachers used an electronic toolkit, , to construct their own snapshots of practice in order to represent what they had learned in a course on methods of teaching science in elementary school. 相似文献
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The purpose of this research was to understand how preservice elementary teacher experiences within the context of reflective science teacher education influence the development of professional knowledge. We conducted a case analysis to investigate one preservice teacher's beliefs about science teaching and learning, identify the tensions with which she grappled in learning to teach elementary science, understand the frames from which she identified problems of practice, and discern how her experiences played a role in framing and reframing problems of practice. The teacher, Barbara, encountered tensions in thinking about science teaching and learning as a result of inconsistencies between her vision of science teaching and her practice. Confronting these tensions between ideals and realities prompted Barbara to rethink the connections between her classroom actions and students' learning and create new perspectives for viewing her practice. Through reframing, she was able to consider and begin implementing alternative practices more resonant with her beliefs. Barbara's case illustrates the value of understanding prospective teachers' beliefs, their experiences, and the relationship between beliefs and classroom actions. Furthermore, the findings underscore the significance of offering reflective experience as professionals early in the careers of prospective teachers. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 121–139, 1999 相似文献
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This study investigated how a collaborative mentoring program influenced beginning science teachers' inquiry-based teaching and their reflection on practice. The one-year program consisted of five one-on-one mentoring meetings, weekly science education seminars, weekly mentoring group discussions, and self-evaluation activities. The participants were three beginning science teachers and three mentors at the middle school level (7–9th grades) in an urban area of South Korea. For each beginning teacher, five lessons were evaluated in terms of lesson design/implementation, procedural knowledge, and classroom culture by using the Reformed Teaching Observation Protocol. Five aspects of the beginning teachers' reflections were identified. This study showed that a collaborative mentoring program focusing on inquiry-based science teaching encouraged the beginning teachers to reflect on their own perceptions and teaching practice in terms of inquiry-based science teaching, which led to changes in their teaching practice. This study also highlighted the importance of collaborative interactions between the mentors and the beginning teachers during the mentoring process. 相似文献
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Hsu Ying-Shao Yen Miao-Hsuan Chang Wen-Hua Wang Chia-Yu Chen Sufen 《International Journal of Science and Mathematics Education》2014,12(1):1-23
In this study, we investigated the impact of teaming school-based instructional coaches with science or mathematics middle school teachers to build a community of practice around inquiry instruction. This professional development model began with a 2-week summer institute and continued with four follow-up sessions during the academic school year for the teacher and instructional coach participants. The teachers’ participation in this professional development program with (1) content instruction through inquiry lessons, (2) practice teaching to middle school students, and (3) coach-led reflection improved their understanding of inquiry-based practices and the quality of their classroom inquiry implementation. Professional development experiences that prepare teachers and coaches simultaneously in inquiry and content may help build a shared language for reform and accelerate inquiry instructional changes. 相似文献
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Judith A. Morrison 《Journal of Science Teacher Education》2008,19(2):117-134
This study explored how preservice teachers grew in their understanding of inquiry science through conducting an in-depth
individual inquiry investigation in their science methods course. Elementary preservice teachers’ understanding about inquiry
investigations, their attitudes towards the assignment, and their views towards using individual inquiry investigations in
their own classrooms were studied through written reflections, science notebook writings, and researcher field notes. After
conducting an out-of-class inquiry investigation based on their own questions and design, the preservice teachers demonstrated
a variety of strengths in their understandings of inquiry-based teaching, their attitudes towards doing science, and their
projected use of inquiry in their own classrooms. Weak areas included forming researchable questions and superficial experimental
design. 相似文献
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Christine Lotter Jonathan Singer Jenice Godley 《Journal of Science Teacher Education》2009,20(6):553-582
This study describes the influence of a secondary science methods program on secondary science preservice teachers’ views
and enactment of nature of science and inquiry-based instructional practices. Built into the structure of this program were
three cycles of practice teaching and reflection in which the preservice teachers focused on key pedagogical ideas in classroom
settings with middle and high school students. The nine secondary preservice teachers improved both their understanding and
enactment of inquiry and nature of science throughout the program period. This study provides evidence of the importance of
incorporating multiple low-stakes practicum experiences that are closely tied to methods course goals that are highly scaffolded
through both methods instructor and cooperating teacher support and tied to analytic self-reflection. 相似文献