Facilitating parental engagement in school mathematics and science through inquiry-based learning: an examination of teachers' and parents' beliefs.

Autor/in	Mousoulides, Nicholas G.
Titel	Facilitating parental engagement in school mathematics and science through inquiry-based learning: an examination of teachers' and parents' beliefs.
Quelle	In: ZDM : mathematics education, 45 (2013) 6, S. 863-874 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1863-9690; 1863-9704
DOI	10.1007/s11858-013-0524-4
Schlagwörter	Einstellung (Psy); Eltern; Lehrer; Entdeckendes Lernen; Mathematikunterricht; Naturwissenschaftlicher Unterricht; Engagement; Modellierung
Abstract	This study examined teachers' and parents' beliefs on the implementation of inquiry-based modeling activities as a means to facilitate parental engagement in school mathematics and science. The study had three objectives: (a) to describe teachers' beliefs about inquiry-based mathematics and science and parental engagement; (b) to describe parents' beliefs about inquiry-based mathematics and science and their engagement in inquiry-based problem solving; and (c) to explore the impact of an inquiry-based learning environment comprising a model-eliciting activity and Twitter. The research involved three sixth-grade teachers and 32 parents from one elementary school. Teachers and parents participated in workshops, followed by the implementation of a model-eliciting activity in two classrooms. Three teachers and six parents participated in semi-structured interviews. Teachers reported positive beliefs on parental engagement in the mathematics and science classrooms and the potential positive role of parents in implementing innovative problem-solving activities. Parents expressed strong beliefs on their engagement and welcomed the inquiry-based modeling approach. Based on the results of this aspect of a four-year longitudinal design, implications for parental engagement in inquiry-based mathematics and science teaching and learning and further research are discussed.
Erfasst von	FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur
Update	2014/3