Beginning Secondary Science Teachers' Conceptualization and Enactment of Inquiry-Based Instruction

Autor/inn/en	Ozel, Murat; Luft, Julie A.
Titel	Beginning Secondary Science Teachers' Conceptualization and Enactment of Inquiry-Based Instruction
Quelle	In: School Science and Mathematics, 113 (2013) 6, S.308-316 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
Schlagwörter	Beginning Teachers; Teaching Methods; Inquiry; Science Teachers; Science Instruction; Secondary School Teachers; Secondary School Science; Interviews; Observation; Teacher Attitudes; Academic Standards; Statistical Analysis; Questioning Techniques + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Teaching method; Lehrmethode; Unterrichtsmethode; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Interviewing; Interviewtechnik; Beobachtung; Lehrerverhalten; Statistische Analyse; Befragungstechnik; Fragetechnik
Abstract	This study investigates the conceptions and use of inquiry during classroom instruction among beginning secondary science teachers. The 44 participants were beginning secondary science teachers in their first year of teaching. In order to capture the participants' conceptions of inquiry, the teachers were interviewed and observed during the school year. The interviews consisted of questions about inquiry instruction, while the observations documented the teachers' use of inquiry. All of the interviews were transcribed or coded in order to understand the conceptions of inquiry held by the teachers, and all of the observations were analyzed in order to determine the presence of inquiry during the lesson. The standard for assessing inquiry came from the "National Science Education Standards." A quantitative analysis of the data indicated that the teachers frequently talked about implementing "scientific questions" and giving "priority to evidence." This study found a consistency between the way new teachers talked about inquiry and the way they practiced it in their classrooms. Overall, our observations and interviews revealed that the beginning secondary science teachers tended to enact teacher-centered forms of inquiry, and could benefit from induction programs focused on inquiry instruction. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10