Evaluating the Use of the Inquiry Matrix.

Autor/inn/en	Priestley, Holly; Priestley, William J.; Sutman, Frank X.; Schmuckler, Joseph S.; Hilosky, Alexandra; White, Michael
Titel	Evaluating the Use of the Inquiry Matrix.
Quelle	(1998), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Classroom Observation Techniques; Classroom Research; Classroom Techniques; Elementary Secondary Education; Evaluation Methods; Faculty Development; Higher Education; Inquiry; Inservice Teacher Education; Science Instruction; Science Laboratories; Testing Problems + Suchen Sie Ihr Suchwort? Klassenführung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerfortbildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	The Modified-Revised Science Teacher's Behavior Inventory (MR-STBI) was used in earlier studies to analyze the teaching strategies emphasized in instruction in science classrooms. This analysis showed changes in teaching strategies that occurred as a result of science teachers' professional development through longer-term modeled, laboratory-driven instruction; group planning for such instruction; and mentoring by college-level faculty as teachers taught science back in their schools. As an outgrowth of these earlier studies, it became clear that the MR-STBI did not effectively address the extent of inquiry in pre- and post-treatment science instruction. A new instrument--the Inquiry Matrix--was developed and used to describe and analyze instruction in science classrooms. This paper presents a study being reported for the first time that includes data collected using both the MR-STBI and the Inquiry Matrix. MR-STBI data from three studies reported earlier are included for background reference. The videotaped science instruction from those studies was reexamined using the Inquiry Matrix. Results indicate that the Inquiry Matrix instrument was effective in defining and describing inquiry in terms of levels of inquiry of both modeled science instruction and classroom instruction. Eliminating certain non-academic strategies or behaviors from the MR-STBI results in teaching profiles that are significantly closer to the desired instruction. Contains 22 references. (Author/PVD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01