An investigation of teacher impact on student inquiry science performance using a hierarchical linear model

Abstract

Teachers play a central role in inquiry science classrooms. In this study, we investigate how seven teacher variables (i.e., gender, experience, perceived importance of inquiry and traditional teaching, workshop attendance, partner teacher, use of technology) affect student knowledge integration understanding of science topics drawing on previous research. Using a two‐level hierarchical linear model, we analyze year‐end knowledge integration performance of 4,513 students taught by 40 teachers across five states. Results indicate that students of teachers who value inquiry teaching strategies have significantly higher levels of knowledge integration understanding than those of teachers who believe in traditional teaching methods. In addition, workshop attendance and having a partner teacher teaching the same unit in the same school also have a positive impact on students' knowledge integration levels. The results underscore the importance of professional development and collegial support in enhancing student success in inquiry science. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:807–819, 2010

Why Teach Science with an Interdisciplinary Approach: History, Trends, and Conceptual Frameworks

“…The Knowledge Integration (KI) perspective for interdisciplinary teaching emphasizes the role of teachers because it is their responsibility to encourage students to establish a successful conceptual change by integrating prior knowledge with new ideas and practices, which inevitably results in a more coherent understanding of science and math (Linn, 2006;Liu, Lee, & Linn, 2010). As a result, KI theory provides a rationale for the guiding mechanisms, which pertain to the acquisition, connection, and redefinition of the learner's knowledge under a constructivist view of learning (Bransford et al, 2000;Linn, 2006).…”

Understanding through narrative inquiry : storying a national writing project initiative.

“…Sallee's (2011) dissertation findings showed that participants in schools categorized as "distinguished" were more likely to experience and implement the effective professional development described in such reports, suggesting a correlation between professional development and high student achievement. Likewise, Liu, Lee, and Linn (2010) found similar results generated from a study including forty teachers in five states and over 4,500 students in which "both workshop attendance and having a partner teacher had a positive impact on student science achievement" (p. 814).…”

High school science teachers' receptivity to the next generation science standards : an examination of discipline specific factors

“…Inquiry science can be defined as science instruction that focuses on students developing questions, formulating hypothesis, designing and conducting investigations, and communicating their findings (NRC, 2000). Inquiry science is meant to be an authentic experience of the scientific process that mirrors the process conducted by professional scientists (Liu, Lee, & Linn, 2010;NRC, 2012).…”