A Comparison of Exemplary Biology, Chemistry, Earth Science, and Physics Teachers' Conceptions and Enactment of Inquiry

Autor/inn/en	Breslyn, Wayne; McGinnis, J. Randy
Titel	A Comparison of Exemplary Biology, Chemistry, Earth Science, and Physics Teachers' Conceptions and Enactment of Inquiry
Quelle	In: Science Education, 96 (2012) 1, S.48-77 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.20469
Schlagwörter	Physics; Chemistry; Biology; Earth Science; Intellectual Disciplines; Secondary School Teachers; Portfolio Assessment; Certification; Experienced Teachers; Science Education; Science Instruction; Science Teachers; Teacher Attitudes; Inquiry; Teaching Methods; Semi Structured Interviews; Comparative Analysis; Mixed Methods Research; Content Analysis; Statistical Analysis; Measures (Individuals) + Suchen Sie Ihr Suchwort? Physik; Chemie; Biologie; Earth sciences; Geowissenschaften; Geisteswissenschaften; Portfoliobeurteilung; Abschlusszeugnis; Zertifizierung; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Inhaltsanalyse; Statistische Analyse; Messdaten
Abstract	Teachers' use of inquiry has been studied largely without regard for the disciplines in which teachers practice. As a result, there is no theoretical understanding of the possible role of discipline in shaping teachers' conceptions and enactment of inquiry. In this mixed-methods study, conceptions and enactment of inquiry for 60 National Board Certified Science Teachers (NBCSTs) across the secondary science disciplines of biology, chemistry, earth science, and physics were investigated. A situated cognitive framework was used. Through the analysis of portfolio text (n = 48) and participant interviews (n = 12), themes emerged for participants' conceptions and enactment of inquiry. Findings suggested that disciplinary differences exist between NBCSTs' conceptions and enactment of inquiry. Furthermore, individuals teaching in more than one discipline often held different conceptions of inquiry depending on the discipline in which they were teaching. A key implication was the critical importance of considering the discipline in understanding science teachers' varied conceptions and enactment of inquiry. (Contains 12 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10