Attitudes and Beliefs, about Inquiry Science, of Middle Level and Secondary Science Teachers in Northwest Arkansas and Northwest Oklahoma

Autor/in	Dockers, Jean E.
Titel	Attitudes and Beliefs, about Inquiry Science, of Middle Level and Secondary Science Teachers in Northwest Arkansas and Northwest Oklahoma
Quelle	(2010), (139 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Arkansas
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1244-0488-2
Schlagwörter	Hochschulschrift; Dissertation; Teaching Styles; Teacher Characteristics; Science Teachers; Classrooms; Certification; Science Education; Teaching Methods; Teacher Attitudes; Inquiry; Educational Change; Science Instruction; Educational Research + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrstil; Unterrichtsstil; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Classroom; Klassenraum; Abschlusszeugnis; Zertifizierung; Naturwissenschaftliche Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Bildungsreform; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Bildungsforschung; Pädagogische Forschung
Abstract	This study attempted to close gaps in the literature with regards to implementation of inquiry practices in secondary science classrooms. In addition, the areas and ways in which practice ties to beliefs and experiences in the area of inquiry were examined. This study introduces an instrument that could be used to assess teachers' attitudes and beliefs about inquiry teaching practices and potential barriers to teaching science using an inquiry approach. Because the efficacy of reform efforts rests largely with teachers, their voices need to be included in the design and implementation of inquiry--based curriculum. This study helps to clarify the need for future research to examine inquiry as a pedagogical approach. If we desire pre-service teachers to teach using an inquiry approach when they have their own classrooms, they must know how to plan, implement, and assess inquiry science lessons, not just have experienced "inquiry lessons" as a student. One unique finding in this study was in the area of licensure and teaching style. Other studies found that in general traditionally licensed teachers felt better prepared to teach. This study found that participants who were alternatively certified incorporated characteristics of inquiry less often than those with traditional certification. This indicates that more research is needed in the area of certification and the affect it may have on quality of instruction for specific content areas like science. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10