Development of Instruments to Assess Teacher and Student Perceptions of Inquiry Experiences in Science Classrooms

Preservice Teachers’ Constructivist Teaching Scores Based on Their Learning Styles

“…These strategies are consistent with the common features of constructivism and it is likely that the participants reflected their own learning preferences into their teaching. The constructivist teaching evaluation form used in this study was developed based on the major aspects of constructivism pointed out in the literature (Campbell et al, 2010;Morrell et al, 2004;Piburn et al, 2000). These aspects were discovery learning, active participation, peer interaction, engaging materials, using prior knowledge, and high-level questioning.…”

“…This was the 'The Constructivist Teaching Evaluation Form' that consisted 12 items regarding the various aspects of constructivist learning. For the development of this instrument, constructivist learning literature was reviewed (Campbell, Abd-Hamid & Chapman, 2010;Morrell, Wainwright & Flick, 2004;Piburn et al, 2000). Items that included activities with studentcentred, constructivist focus measured pre-service teachers' constructivist teaching ability.…”

Planning, Enactment, and Reflection in Inquiry-Based Learning: Validating the McGill Strategic Demands of Inquiry Questionnaire

“…In addition, ISIS's summative evaluative element could be a barrier to teachers' willingness to use it. Campbell, Abd-Hamid & Chapman (2009) developed two five-point frequency scales, Principles of Scientific Inquiry (PSI), one each for students and teachers. All questions were about what students do at a fine level of granularity.…”

“…We searched the literature for three broad sets of categories (planning, enactment, and reflection) on students' inquiry engagement at approximately the same level of granularity as Campbell et al (2009). We intended our instrument to be primarily formative in order to catalog and record what inquiry specifics are present at the student level, as viewed by multiple observers.…”

Alternative Realities: Faculty and Student Perceptions of Instructional Practices in Laboratory Courses

“…The five characteristics of scientific inquiry and inquiry-based learning defined in the National Science Education Standards (NRC, 1996) and America’s Lab Report (NRC, 2005) were also used by Campbell et al. (2010) to develop a pair of surveys on inquiry in laboratory courses.…”