A comparison of exemplary biology, chemistry, earth science, and physics teachers' conceptions and enactment of inquiry

Breslyn, Wayne; McGinnis, J. Randy

doi:10.1002/sce.20469

Cited by 53 publications

(33 citation statements)

References 36 publications

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“…Although many teachers indicate that they would like to add more inquiry into their classrooms, few are succeeding in this desire (Teo and Osborne 2012;Bishop and Verleger 2013;Breslyn and McGinnis 2012). A chief concern is the time associated with the process as well as the high-stakes summative end of course exams that are becoming more prevalent in the schools (Teo and Osborne 2012;Stieff 2011;Fielding 2012).…”

Section: Science Reformmentioning

confidence: 95%

Flipped Classrooms for Advanced Science Courses

Tomory

Watson

2015

J Sci Educ Technol

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This article explains how issues regarding dual credit and Advanced Placement high school science courses could be mitigated via a flipped classroom instructional model. The need for advanced high school courses will be examined initially, followed by an analysis of advanced science courses and the reform they are experiencing. Finally, it will conclude with an explanation of flipped classes as well as how they may be a solution to the reform challenges teachers are experiencing as they seek to incorporate more inquiry-based activities.

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Section: Science Reformmentioning

confidence: 95%

Flipped Classrooms for Advanced Science Courses

Tomory

Watson

2015

J Sci Educ Technol

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“…In studies of elementary teachers, scholars have cited weak mathematics and science content knowledge as barriers to adopting inquiry methods (Brand andMoore 2011, Wentworth andMonroe 2011). A study of secondary science teachers of four science content areas revealed that distinct disciplinary constructions, even within the larger discipline of science, limited the extent to which teachers adopted inquiry practices (Breslyn and McGinnis 2012). The research also suggests that personal views and prior experiences shape teacher conceptualizations of inquiry.…”

Section: Professional Development In Educationmentioning

confidence: 97%

Learning in tandem: professional development for teachers and students as inquirers

Clayton

Kilbane

2015

Professional Development in Education

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This study explores the first year of a grant-funded professional development program that utilized collaborative inquiry to develop teachers' capacities to enact inquiry learning with secondary students in a variety of content areas. Guided by a vision of inquiry as a complex endeavor, located along a continuum of decisions about authentic disciplinary tasks and student autonomy, as well as a situated view of teacher learning, researchers examined surveys, reflective writing and teacher work samples to explore the relationship between developing capacity for both student and teacher inquiry. Teachers reported satisfaction with their learning about teacher and student inquiry while exhibiting capacity at mostly beginning levels. Ultimately, these results led to discussion of the practical and conceptual dilemmas for facilitating teacher learning when the two inquiry processes for teachers and students are developed in tandem. While conceptual shifts in planning and assessment were noted, practical capacities of both were limited. Most teachers, however, evidenced interest in inquiry for engagement and no shift in embracing more self-directed views of their own learning in spite of professional development interventions.

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“…Blanchard, Southerland, and Granger (2009) observed that science teachers' conceptions of inquiry were described in applied, practical terms of teachers' and students' actions. These conceptions are critical in guiding acceptance and enactment of inquiry, including the type and amount of classroom-inquiry instruction (Breslyn & McGinnis, 2012;Kang et al, 2008;Lotter et al, 2007;Wallace & Kang, 2004).…”

Section: Links Between Teachers' Conceptualizations and Enactment Of mentioning

confidence: 99%

First-Year Teachers’ Uphill Struggle to Implement Inquiry Instruction

2016

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This longitudinal study of six first-year teachers focused on conceptualizations of inquiry-based pedagogy, self-efficacy for inquiry-based teaching, and its actual enactment. Data included a self-report survey of self-efficacy for inquiry-based instruction, individual interviews at the beginning and end of the year, and five distributed classroom observations. At year's end, selfefficacy for inquiry teaching declined, as did frequencies of concepts teachers used to describe inquiry enactment. Inquiry descriptions reflected a set of interrelated procedures more than inquiry as conceptual knowledge. Novice teachers were observed least enacting pedagogical actions that required enabling students to communicate findings and the most in student engagement; however, over time frequencies of student engagement declined. Consistent patterns were observed between shifts in self-efficacy and inquiry enactment and shifts between self-efficacy and conceptualizations of inquiry enactment. We found beginning steps toward links between teacher's conceptualizations and classroom practice.

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A comparison of exemplary biology, chemistry, earth science, and physics teachers' conceptions and enactment of inquiry

Cited by 53 publications

References 36 publications

Flipped Classrooms for Advanced Science Courses

Flipped Classrooms for Advanced Science Courses

Learning in tandem: professional development for teachers and students as inquirers

First-Year Teachers’ Uphill Struggle to Implement Inquiry Instruction

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