An investigation of experienced secondary science teachers' beliefs about inquiry: An examination of competing belief sets

Abstract

The purpose of this study was to investigate the beliefs of six experienced high school science teachers about (1) what is successful science learning; (2) what are the purposes of laboratory in science teaching; and (3) how inquiry is implemented in the classroom. An interpretive multiple case study with an ethnographic orientation was used. The teachers' beliefs about successful science learning were substantively linked to their beliefs about laboratory and inquiry implementation. For example, two teachers who believed that successful science learning was deep conceptual understanding, used verification labs primarily to illustrate these concepts and used inquiry as a type of isolated problem‐solving experience. Another teacher who believed that successful science learning was enculturation into scientific practices used inquiry‐based labs extensively to teach the practices of science. Tension in competing beliefs sets and implications for reform are discussed. ? 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 936‐960, 2004.

An Examination of the Changes in Science Teaching Orientations and Technology-Enhanced Tools for Student Learning in the Context of Professional Development

“…More specific to science teaching and learning, researchers over the past several decades have investigated teachers' beliefs about students, learning, teaching, and the nature of science to determine how these beliefs shape instruction or support/ inhibit science education reform efforts (Brickhouse, 1990;Cronin-Jones, 1991;Gallager, 1991;Pilitsis & Duncan, 2012;Wallace & Kang, 2004). Additionally, researchers, especially those interested in science teacher PD, have sought to understand the role of interventions as mechanisms for affecting beliefs.…”

Diferencias entre Expectativas y Logros en la Formación Inicial del Profesorado de Secundaria

“…Por el contrario, hay que considerar como una deficiencia del proceso formativo el hecho de que haya varios objetivos en los que hay una importante diferencia entre la importancia formativa asignada y el nivel de desarrollo alcanzado, como son: Desarrollar vínculos de colaboración con otros profesionales del ámbito educativo e integrar experiencias profesionales con procesos de formación, a través de la reflexión crítica sobre todo lo que se experimenta o se aprende (A3 y A2). Será necesario, por tanto, revisar el desarrollo de la fase práctica en centros docentes para tratar de superar estas deficiencias, como se ha apuntado en estudios anteriores (Wallace y Nam-Hwa, 2004;Pool et al, 2013;Pro-Bueno et al, 2013).…”

“…Los profesores y profesoras generan concepciones o presentan creencias sobre la educación y el desarrollo profesional que influyen notablemente en su actividad docente y en el desarrollo del currículum (Wallace y Nam-Hwa, 2004;Nilsson, 2008), de modo que deben tenerse en cuenta durante los procesos de formación inicial y permanente para ayudarles a construir conocimientos significativos sobre la docencia y desarrollar competencias profesionales adecuadas (Luft, Roehrig y Patterson, 2003;Korthagen, Loughran y Russell, 2006;Pool, Reitsma y Mentz, 2013). La investigación sobre el pensamiento docente del profesorado en formación afecta al estudio de sus ideas previas sobre la enseñanza, el aprendizaje y la evaluación (Segers y Tillema, 2011;Subramaniam, 2013) y aspectos tales como la profesionalidad docente (Pontes, Serrano y Poyato, 2013) o las expectativas ante la formación inicial (Solís, Rivero y Porlán, 2013;Serrano y Pontes, 2015).…”

The Teaching of Inquiry-based Science in Elementary Classrooms: A Bi-national Comparative Reflection of US and Lithuanian Practices

“…Every one of these reform movements have emphasized that learning through inquiry is essential to learning science. Most educators credit Joseph Schwab with developing the concept of inquiry in 1965 as he was proposing science instruction that closely paralleled the work of real scientists (Wallace & Kang, 2004). More recently, Linn, Davis, and Bell (2004) defined inquiry as the intentional process of diagnosing problems and critiquing experiments, as well as distinguishing alternatives, planning investigations, researching conjectures, searching for information, constructing models, debating with peers, and forming coherent arguments.…”