The Science ELF: Assessing the Enquiry Levels Framework as a Heuristic for Professional Development

Autor/inn/en	Wheeler, Lindsay B.; Bell, Randy L.; Whitworth, Brooke A.; Maeng, Jennifer L.
Titel	The Science ELF: Assessing the Enquiry Levels Framework as a Heuristic for Professional Development
Quelle	In: International Journal of Science Education, 37 (2015) 1, S.55-81 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2014.961182
Schlagwörter	Mixed Methods Research; Control Groups; Experimental Groups; Comparative Analysis; Inquiry; Teaching Methods; Science Instruction; Secondary School Science; Faculty Development; Interviews; Observation; Surveys; Secondary School Teachers; Constructivism (Learning); Teacher Student Relationship; Interaction; Methods Courses; Academic Standards; Science Curriculum; Best Practices; Classroom Techniques; Pretests Posttests + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Interviewing; Interviewtechnik; Beobachtung; Survey; Umfrage; Befragung; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Methodisch-didaktische Anleitung; Klassenführung
Abstract	This study utilized an explanatory sequential mixed methods approach to explore randomly assigned treatment and control participants' frequency of inquiry instruction in secondary science classrooms. Eleven treatment participants received professional development (PD) that emphasized a structured approach to inquiry instruction, while 10 control participants received no PD. Two representative treatment participants were interviewed and observed to provide an in-depth understanding of inquiry instruction and factors affecting implementation. Paired t-tests were used to analyze quantitative data from observation forms, and a constant comparative approach was used to analyze qualitative data from surveys, interviews, purposeful observations and artifacts. Results indicated that treatment participants implemented inquiry significantly more frequently than control participants (p?<?0.01). Two treatment participants' instruction revealed that both used a similar structure of inquiry but employed different types of interactions and emphasized different scientific practices. These differences may be explained by the participants' understandings of and beliefs about inquiry and structuring inquiry. The present study has the potential to inform how methods of structuring inquiry instruction and teaching scientific practices are addressed in teacher preparation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10