Teachers’ beliefs about inquiry-based learning and its impact on formative assessment practice

Correia, Catarina F.; Harrison, Chris

doi:10.1080/02635143.2019.1634040

Cited by 41 publications

(22 citation statements)

References 30 publications

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“…Inquiry-based teaching as an instructional strategy has been shown to be central to many classes with regard to establishing, strengthening, exploring, and investigating the procedures involved (Leikin & Rota, 2006). Researchers have identified the different factors that influence teachers' implementation of inquiry-based teaching in different teaching contexts (Alhendal et al, 2016;Correia & Harrison, 2019;Haney & McArthur, 2002;Nam et al, 2013;Ramnarain, 2016;Roehrig, 2004). For instance, Correia and Harrison (2019) observed four lessons run by two secondary science teachers who had 13 and 34 years of teaching experience, respectively, finding that the teachers' beliefs about inquiry shaped their guidance of students in the class.…”

Section: Factors Predicting Inquiry-based Teachingmentioning

confidence: 99%

“…Researchers have identified the different factors that influence teachers' implementation of inquiry-based teaching in different teaching contexts (Alhendal et al, 2016;Correia & Harrison, 2019;Haney & McArthur, 2002;Nam et al, 2013;Ramnarain, 2016;Roehrig, 2004). For instance, Correia and Harrison (2019) observed four lessons run by two secondary science teachers who had 13 and 34 years of teaching experience, respectively, finding that the teachers' beliefs about inquiry shaped their guidance of students in the class. Haney and McArthur (2002) investigated four preservice teachers regarding their science teaching experience.…”

Section: Factors Predicting Inquiry-based Teachingmentioning

confidence: 99%

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Factors Predicting Inquiry-Based Teaching in Science Across One Belt One Road Countries and Regions: A Multilevel Analysis

et al. 2020

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The present study aimed to investigate factors predicting inquiry-based teaching in science across One Belt One Road countries and regions (OBOR economies). Teacher-level ( N = 8,603) and school-level ( N = 1,385) data were drawn from the Program for International Student Assessment (PISA) 2015. Hierarchical linear modeling was adopted for data analysis. The results showed at the teacher level that teacher collaboration was positively correlated with inquiry-based teaching in OBOR economies, and that teacher beliefs were positively associated with inquiry-based teaching in each sample. At the school level, no consistent result was found among OBOR economies. School location was positively related to inquiry-based teaching in the Dominican Republic, Macao, and the United Arab Emirates. By contrast, science-specific resources showed a negative association with inquiry-based teaching in Taiwan, the Czech Republic, and Macao. Other specific findings were presented and the implications of all findings were discussed.

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Section: Factors Predicting Inquiry-based Teachingmentioning

confidence: 99%

Section: Factors Predicting Inquiry-based Teachingmentioning

confidence: 99%

Factors Predicting Inquiry-Based Teaching in Science Across One Belt One Road Countries and Regions: A Multilevel Analysis

et al. 2020

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“…It seems as if most of the participating teachers in both cycles thought self-assessment only is sufficient for the phase of evaluation. According to Correia and Harrison (2019), teacher beliefs regarding inquiry-based learning influence their assessment practice. Teacher beliefs on inquiry-based learning might have also played a distinctive role in our study.…”

Section: Resultsmentioning

confidence: 99%

Towards Inquiry-Based Flipped Classroom Scenarios: a Design Heuristic and Principles for Lesson Planning

Schallert

Lavicza

Vandervieren

2021

Int J of Sci and Math Educ

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The effectiveness of flipped classroom approaches can be improved by combining it with other pedagogical models such as inquiry-based learning. Implementing inquiry-based learning in flipped classroom scenarios requires teachers to plan arrangements for in- and out-of-class activities carefully. In this study, a design heuristic based on the 5E inquiry model was developed to support teachers’ practice of planning inquiry-based flipped classroom lessons. Following a design-based research approach, the design heuristic progressed through two cycles within 2 years. The design heuristic was implemented in both cycles in an online professional development course for secondary mathematics teachers. In the first cycle, 18 lesson plans were collected and analysed using the 5E lesson plan scoring instrument. Results showed that the design heuristic helped teachers to set up lesson plans for flipped classroom scenarios which were mostly in line with the 5E model. However, the evaluation phase was insufficiently addressed. Revision decisions were made at the end of the first cycle, and the design heuristic was revised and re-implemented in a second cycle. Results of the second cycle showed another 19 participating teachers who also struggled in choosing appropriate assessment techniques, an issue which could not be resolved with the proposed design heuristic. This paper describes the development of the design heuristic as well as relevant design principles for inquiry-based flipped classroom scenarios. The proposed design heuristic is not domain specific. Hence, further research could examine its use in other subjects or interdisciplinary as inquiry-based flipped classroom approaches are one of the emerging pedagogies.

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“…This should be done with both preservice and in-service teachers. The inclusions of inquiry pedagogies during teacher training programs improve their attitudes toward science teaching, pedagogical content knowledge, and beliefs about inquiry (Correia & Harrison, 2020;Smit et al, 2017;Yakar & Baykara, 2014). A focus on changing beliefs and attitudes about inquiry is also necessary, as these outcomes affect teaching F I G U R E 1 Estimated marginal means for each attitudinal dimension practices (van Aalderen-Smeets et al, 2017;Correia & Harrison, 2020).…”

Section: Discussionmentioning

confidence: 99%

Effect of confirmation and structured inquiry on attitudes toward school science

Toma

2021

School Sci & Mathematics

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Scientific inquiry has a prominent status in science education. Research on the effect of inquiry-based science teaching on attitudes toward science abounds (Aguilera & Perales-Palacios, 2020;Demirel & Dağyar, 2016). Studies show promising results for inquiry strategies offering the least teacher guidance. Yet such approaches present drawbacks and constraints when enacted by teachers, such as time and classroom management issues, limited resources, and lack of pedagogical content knowledge (Baroudi & Helder, 2019;Chichekian et al., 2016;Romero-Ariza et al., 2019). As a result, teachers rely on inquiry strategies that do offer much guidance to students (Lucero et al., 2013). The educational value of such teacher-directed inquiry approaches has been neglected in the literature, and its impact on students' attitudes is yet to be addressed (Aguilera & Perales-Palacios, 2020). Therefore, this study attempts to pursue such an endeavor. | BACKGROUND | Defining inquiryDifferent interpretations of the term "inquiry" coexist (Abd-El-Khalick et al., 2004). On the one hand, inquiry as means

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Teachers’ beliefs about inquiry-based learning and its impact on formative assessment practice

Abstract: inquiry approaches, while teachers who position themselves as 'shepherds' adopt more directed approaches to inquiry. This has important implications for students' autonomy and self-regulation in inquiry lessons.

Cited by 41 publications

References 30 publications

Factors Predicting Inquiry-Based Teaching in Science Across One Belt One Road Countries and Regions: A Multilevel Analysis

Factors Predicting Inquiry-Based Teaching in Science Across One Belt One Road Countries and Regions: A Multilevel Analysis

Towards Inquiry-Based Flipped Classroom Scenarios: a Design Heuristic and Principles for Lesson Planning

Effect of confirmation and structured inquiry on attitudes toward school science

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