Effective, Sustained Inquiry-Based Instruction Promotes Higher Science Proficiency Among All Groups: A 5-Year Analysis

Marshall, Jeff C.; Alston, Daniel M.

doi:10.1007/s10972-014-9401-4

Cited by 40 publications

(24 citation statements)

References 16 publications

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“…When the efficacy data are considered in relation to the characteristics of inquiry-based instruction, these initial findings are noteworthy and suggest the professional development program was effective in fostering long-term changes in teachers’ beliefs in ways that are closely aligned with the implementation of inquiry-based instruction. The beliefs are also consistent with the new policies and standards for science education outlined in the Next Generation Science Standards, suggesting that participating teachers will be well-positioned to enact the reform-based instruction in their classrooms and may do so in ways that help to reduce existing disparities or achievement gaps that persist among minority student populations (Geier et al, 2008; Marshall and Alston, 2014). …”

Section: Discussionmentioning

confidence: 57%

“…The NGSS generally define inquiry in science as a process that requires a wide range of cognitive, social, and physical activities (NGSS, 2013). The implementation of the NGSS demonstrates a fundamental shift from previous National Science Education Standards (NRC, 1996, 2001) in two significant ways: (a) a substantial increase in the level of higher-order thinking skills that all students are expected to master and (b) greater integration of authentic scientific practice with traditional science content (Marshall & Alston, 2014). …”

Section: Introductionmentioning

confidence: 99%

“…While there is strong evidence that supports the value of inquiry-based science instruction for students from all demographic backgrounds, extant research suggests that creating student-centered knowledge that is applicable to every-day life may be especially advantageous for students with known academic risk factors such as those with low-socio-economic status or English language learners (Lee, Buxton, Lewis, & LeRoy, 2005; Marshall & Alston, 2014). Teaching science in school settings that have larger percentages of English language learners and students from lower socio-economic backgrounds can be difficult since teachers are presented with formidable challenges such as overcrowding, scarce funding and resources, and lack of high-quality science instructional materials (Lee, Buxton, Lewis, & LeRoy, 2005).…”

Section: Introductionmentioning

confidence: 99%

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Enhancing Teacher Beliefs through an Inquiry-Based Professional Development Program

McKeown¹,

Abrams²,

Slattum³

et al. 2015

JESEH

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Inquiry-based instructional approaches are an effective means to actively engage students with science content and skills. This article examines the effects of an ongoing professional development program on middle and high school teachers' efficacy beliefs, confidence to teach research concepts and skills, and science content knowledge. Professional development activities included participation in a week long summer academy, designing and implementing inquirybased lessons within the classroom, examining and reflecting upon practices, and documenting ways in which instruction was modified. Teacher beliefs were assessed at three time points, prepost-and six months following the summer academy. Results indicate significant gains in reported teaching efficacy, confidence, and content knowledge from pre-to post-test. These gains were maintained at the six month follow-up. Findings across the three different time points suggest that participation in the professional development program strongly influenced participants' fundamental beliefs about their capacity to provide effective instruction in ways that are closely connected to the features of inquiry-based instruction.

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Section: Discussionmentioning

confidence: 57%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Enhancing Teacher Beliefs through an Inquiry-Based Professional Development Program

McKeown¹,

Abrams²,

Slattum³

et al. 2015

JESEH

View full text Add to dashboard Cite

show abstract

“…Research indicates that pupils who participate in inquiry-based activities achieve increased scores on standardised measures of science learning while exhibiting increased interest in and understanding of the nature of science as a social and cultural practice (Furtak, Seidel, Iverson, & Briggs, 2012;Marshall & Alston, 2014;Schroeder, Scott, Tolson, Huang, & Lee, 2007). According to a literature review by Keys and Bryan (2001), evidence suggests that teacher attitudes toward scientific inquiry teaching have an impact on student science learning.…”

Section: Introductionmentioning

confidence: 99%

Interplay of secondary pre-service teacher content knowledge (CK), pedagogical content knowledge (PCK) and attitudes regarding scientific inquiry teaching within teacher training

Smit

Weitzel

Blank

et al. 2017

Research in Science & Technological Education

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Interplay of secondary pre-service teacher content knowledge (CK), pedagogical content knowledge (PCK), and attitudes regarding scientific inquiry teaching within teacher training To investigate quantitatively the longitudinal relationship between knowledge and attitudes on scientific inquiry teaching, 121 pre-service teachers for teaching biology at the secondary level in Germany and Switzerland were assessed with respect to their content knowledge (CK), pedagogical content knowledge (PCK) and attitudes on teaching scientific inquiry. As part of the teachers' attitudes we measured cognitive beliefs, affective states and self-efficacy. The assessments were conducted during a training session on peer-coaching as a tool for teacher development and scientific inquiry teaching as a method and activity that leads to the development of scientific knowledge. Data of both knowledge tests were IRT-scaled and combined with the data from the attitude questionnaire. To examine the relationship between the different measurements we applied structure equation modelling. The analysis demonstrates that the PCK acquired after the training on teaching scientific inquiry predicts subsequent attitudes. In contrast, prior CK does not affect subsequent attitudes regarding teaching scientific inquiry. Moreover, prior attitudes do not substantially predict subsequent PCK and CK. In addition, prior teaching experience in biology explains individual differences, and self-efficacy attitudes predict changes in attitudes with respect to teaching scientific inquiry by the end of training. To foster positive attitudes toward scientific inquiry teaching, teaching education programs should be designed to broaden PCK.

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“…As reported by Geier et al (2008), the implementation of standards-based, inquiry science units also leads to standardized achievement test gains for historically underserved urban students. Thus, inquiry instruction is a viable strategy for closing the achievement gap in science (Johnson, 2009;Marshall & Alston, 2014). K-12 Science Education (National Research Council, 2012, p. 42) Modeling instruction emphasizes students constructing and applying conceptual models of physical phenomenon in order to learn science.…”

Section: Depth Versus Breadthmentioning

confidence: 99%

Preparing Historically Underserved Students for STEM Careers: The Role of an Inquiry-based High School Science Sequence Beginning with Physics

Bridges¹

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Improving the STEM readiness of students from historically underserved groups is a moral and economic imperative requiring greater attention and effort than has been shown to date. The current literature suggests a high school science sequence beginning with physics and centered on developing conceptual understanding, using inquiry labs and modeling to allow students to explore new ideas, and addressing and correcting student misconceptions can increase student interest in and preparation for STEM careers. The purpose of this study was to determine if the science college readiness of historically underserved students can be improved by implementing an inquiry-based high school science sequence comprised of coursework in physics, chemistry, and biology for every student. The study used a retrospective cohort observational design to address the primary research question: are there differences between historically underserved students completing a Physics First science sequence and their peers completing a traditional science sequence in 1) science college-readiness test scores, 2) rates of science college-and career-readiness, and 3) interest in STEM? Small positive effects were found for all three outcomes for historically underserved students in the Physics First sequence.

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Effective, Sustained Inquiry-Based Instruction Promotes Higher Science Proficiency Among All Groups: A 5-Year Analysis

Cited by 40 publications

References 16 publications

Enhancing Teacher Beliefs through an Inquiry-Based Professional Development Program

Enhancing Teacher Beliefs through an Inquiry-Based Professional Development Program

Interplay of secondary pre-service teacher content knowledge (CK), pedagogical content knowledge (PCK) and attitudes regarding scientific inquiry teaching within teacher training

Preparing Historically Underserved Students for STEM Careers: The Role of an Inquiry-based High School Science Sequence Beginning with Physics

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