The Impact of Collaborative Reflections on Teachers’ Inquiry Teaching

Lin, Huann‐shyang; Hong, Zuway‐R; Yang, Kuay‐Keng; Lee, Sung-Tao

doi:10.1080/09500693.2012.689023

Cited by 37 publications

(25 citation statements)

References 28 publications

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“…With these results, this study contributes in responding to Lin et al (2013) who noted the lack of empirical evidence on how teachers translate inquiry in practice. In this regard, the results show that in the studied resource-constrained South African physical sciences classrooms, the implementation of inquiry in practical work is largely inadequate.…”

Section: Discussion a Nd Co Nclu S Io Nmentioning

confidence: 70%

“…Also included is the identification of the difficulties teachers experience when implementing open inquiry (Zion, Cohen, & Amir, ). However, little research exists that provides empirical evidence of how teachers translate inquiry into practice (Lin, Hong, Yang, & Lee, ). In particular, studies that focus on teaching practices linked to the implementation of IBPW are scarce in the science education research literature.…”

Section: Introductionmentioning

confidence: 99%

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Teaching practices linked to the implementation of inquiry‐based practical work in certain science classrooms

Akuma

Callaghan

2018

J Res Sci Teach

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Around the world, there have been curricula reforms involving the incorporation of the inquiry‐based teaching and learning strategy in secondary school science education in general and in practical work in particular. Research in inquiry‐based practical work (IBPW) has focused, for example, on aspects of the strategy itself, on teacher professional development, and on classroom teaching and learning based on the strategy. However, the question of the extent to which teaching practices linked to the implementation of practical work are actually inquiry‐based, was still to be answered. To draw on the answer to this question to inform professional development practice and research, we focused on the case of physical sciences classrooms in two resource‐constrained South African schools. In this regard, we used a conceptual framework based on the Interconnected Model of Teachers' Professional Growth and including a framework of teaching practices. In the data collection, we used a multimethod case study approach and to analyze the data, we combined the inductive and deductive approaches in thematic analysis. The results show that in the initiation, planning, and classroom implementation phases of practical work, many of the teaching practices of participants were inconsistent with inquiry‐based teaching and learning, although some other practices were consistent with this type of teaching and learning. At the same time, some of the consistent practices were at a rather low level of implementation. We have discussed the theory‐, practice‐, and research‐based implications of these results, in relation to the implementation of IBPW in resource‐constrained physical sciences classrooms in South Africa and internationally.

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Section: Discussion a Nd Co Nclu S Io Nmentioning

confidence: 70%

Section: Introductionmentioning

confidence: 99%

Teaching practices linked to the implementation of inquiry‐based practical work in certain science classrooms

Akuma

Callaghan

2018

J Res Sci Teach

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“…Pre-service teachers will be more ready to ask thought-provoking questions and facilitate productive mathematical discourse if they are allowed more time to learn about and practice questioning techniques in their methods courses. In particular, research by Lin, Hong, Yang, and Lee (2012) in science education confirmed that pre-service teachers benefit from the opportunity to reflect collaboratively as they develop inquiry teaching practices. This opportunity should also be afforded to pre-service mathematics teachers as a way to improve questioning practices.…”

Section: Implications For Pre-service Educationmentioning

confidence: 97%

A qualitative study of secondary mathematics teachers' questioning, responses, and perceived influences

McAninch¹

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_______________________________ Walter Seaman _______________________________ Brian Hand _______________________________ Frauke Bleher ii ACKNOWLEDGEMENTSThe completion of my doctorate degree as well as this dissertation would not have been possible without the support and encouragement I received from family, friends, colleagues, and professors. First, I would like to thank my major advisor, Dr. Kyong Mi Choi, for her continued support, encouragement, and guidance through my five years at the University of Iowa. She has provided me with numerous opportunities for teaching and research during my time here, and I owe her much gratitude for the huge amount of growth I achieved in my knowledge of teaching, learning, and leadership. I would also like to thank my other dissertation advisor, Dr. Soonhye Park, for providing expertise in qualitative methods and a much appreciated perspective and framework on teacher questioning in science education. I have enjoyed working with both on this dissertation project and learned much from them about the kind of teacher and researcher I want to be. I would also like to thank the other members of my committee, Walter Seaman, Brian Hand, and Frauke Bleher, for their patient support and helpful feedback. They have provided useful insights and timely support as I worked to produce a quality paper.I would like to thank the participants of my study for allowing me to visit their classrooms, agreeing to the interviews, and taking time to address all of the questions I had throughout my work in data collection, analysis, and writing. This project couldn't have happened without your willingness to openly share your classrooms, experiences, insights, and philosophies toward questioning. I would like to thank my friends and colleagues, Jihyun Hwang, Jenny Liang, Leland Schipper, and Dennis Kwaka for working with me on my pilot study. Kris Killibarda, Wendy Weber, and Linda Steddom for helping with my search for participants. Hanna Wilson and Kristin Coble for helping with transcription. Druvinga for reading drafts, brainstorming ideas, and encouraging me through my two years of work on this project. I would like to thank my family for supporting me through this PhD journey. My parents, Ron and Jane, who have always loved and supported me. My brother and sister, Kevin and Carissa, for loving me and providing an outlet to release my stress and worry as I pursued my dream. My husband, Justin, and daughters, Morgan and Gabi, who have been living this journey alongside me and sacrificed so much to help me meet my goals, and my parents-in-law, Mark and Arlene, for loving and supporting me and my children, and for Arlene coming to babysit and provide time for me to work without distractions. I would not have finished without all of your love and support. iv ABSTRACTThe purpose of this study was to examine secondary mathematics teachers' questioning, responses, and perceived influences upon their instructional decisions regarding questioning and response to students' ideas. This study also compare...

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“…Firmly grounded in the sociocultural-constructivist paradigm, inquiry theories of science education began to emerge as early as the late 1950s with the overarching goal of recasting students as active participants in the co-construction of both novel and canonical scientific knowledge (DeBoer, 1991). Despite several decades of inquiry-focused research and practice, a cursory glance at the recently published titles in influential science education journals (e.g., Lederman & Lederman, 2013;Lin, Hong, Yang, & Lee, 2013;Patchen & Smithenry, 2013) suggests-along with the recommendations of several federally commissioned expert reports (American Association for the Advancement of Science, 1993;National Research Council [NRC], 1996, 2000-that inquiry-based science education continues to enjoy currency among both scholars and policy-makers alike. Yet even as we have reached some degree of consensus on the merits of its basic principles, successful school-level implementation of inquiry-based science education has historically eluded even its most enthusiastic proponents.…”

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confidence: 99%

Revisiting the Authoritative–Dialogic Tension in Inquiry-Based Elementary Science Teacher Questioning

Booven

2015

International Journal of Science Education

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The Impact of Collaborative Reflections on Teachers’ Inquiry Teaching

Cited by 37 publications

References 28 publications

Teaching practices linked to the implementation of inquiry‐based practical work in certain science classrooms

Teaching practices linked to the implementation of inquiry‐based practical work in certain science classrooms

A qualitative study of secondary mathematics teachers' questioning, responses, and perceived influences

Revisiting the Authoritative–Dialogic Tension in Inquiry-Based Elementary Science Teacher Questioning

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