Understanding the Influence of Teacher-Directed Scientific Inquiry on Students’ Primal Inquiries in Two American Science Classrooms

Stone, Brian

doi:10.1080/02568543.2020.1718807

Cited by 2 publications

(2 citation statements)

References 33 publications

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“…The expectations are that scientifically literate graduates will contribute meaningfully to development, show concern for living things, become responsible for the quality of the environment, and demonstrate appreciation and desire to conserve natural balance (Curriculum Research and Development Division [CRDD], 2007, p. ii). However, evidence show that many students have limited abilities to conduct inquiries (Hume & Coll, 2010;Mohammed, Amponsah, Ampadu, & Kumassah, 2020;Stone, 2020) and hold naï ve conceptions of inquiry (Dogan & Abd-El-Khalick, 2008; J. S. Lederman & N. G. Lederman, 2017;Lederman et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Teachers’ and Educational Administrators’ Conceptions of Inquiry: Do They Promote or Constrain Inquiry-Based Science Teaching in Junior High Schools?

Mohammed

Amponsah²

2021

JCT

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This study sought to examine whether teachers’ and educational administrators’ conceptions of inquiry promote or constrain inquiry-based science teaching in junior high schools. The study also explored any connections between participants’ conceptions of scientific inquiry, inquiry teaching, and inquiry learning. Multiple-case study involving semi-structured interviews was used to collect data from 18 integrated science teachers and 23 educational administrators from rural and urban areas in the Central Region of Ghana. Analysis of the qualitative data involved open coding and categorisation of participants’ responses. We found that all the teachers and educational administrators held either uninformed or partially informed conceptions of scientific inquiry and inquiry teaching and learning which, constrain inquiry-based science instruction in junior high schools. We also found that participants’ conceptions of scientific inquiry reflected in their conceptions of science teaching and learning. Again, we found that the uninformed conceptions of inquiry developed from participants’ lack of exposure and experiences with inquiry-based science instruction when they were students. We recommend regular explicit-reflective in-service trainings to promote teachers’ and educational administrators’ conceptions and teachers’ practice of inquiry-based science teaching. We also recommend reforms in preservice science education that emphasise the engagement of prospective teachers in collaborative explicit-reflective inquiry investigations and instructional practices.

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Section: Introductionmentioning

confidence: 99%

Teachers’ and Educational Administrators’ Conceptions of Inquiry: Do They Promote or Constrain Inquiry-Based Science Teaching in Junior High Schools?

Mohammed

Amponsah²

2021

JCT

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“…With regard to when it should be developed, there is evidence that early graders are capable of engaging in some form of scientific inquiry. Largely, young children have a natural tendency of enjoying thinking about nature; thus, they are capable of understanding science concepts and reason scientifically (Eshach and Fried, 2005;Stone, 2020). Nonetheless, while children in the early grades do not possess cognitive skills required to engage in sophisticated scientific inquiry (Zeineddin and Abd-El-Khalick, 2010), children between the age of eight and ten are capable of dealing with a simplified version of scientific inquiry (Hapgood et al, 2004;Metz, 2011;Schiefer et al, 2019).…”

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confidence: 99%

Reconciling Teachers’ Views and Practices with Early Graders’ Ability to Engage in Scientific Inquiry

Kinyota

2023

SEI

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This study used a three-phase design to explore how teachers’ views and practices of scientific inquiry can be reconciled with early graders’ ability to engage in scientific inquiry. First, 19 early years teachers were interviewed to explore their views and practices of scientific inquiry. Second, six standard two students were exposed to a problem-solving situation so that their ability to engage in scientific inquiry could be assessed. Finally, six standard two teachers who involved in designing the problem and who also observed students solving the problem were interviewed to explore any changes in their views. The six teachers also participated during the first phase. The findings indicated that teachers had distrust in early graders’ ability to engage in scientific inquiry, which corresponded to their rare practice of it. They also perceived large class sizes and unsupportive curriculum as barriers to engaging children in scientific inquiry. Further, the findings indicated that, under specific conditions, early graders are able to engage in some inquiry activities such as framing questions, designing and conducting investigations. Furthermore, changes in teachers’ beliefs and understanding of scientific inquiry were noted. Creating supportive curriculum and classroom environments for nurturing children’s inquiry are highly recommended.

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Understanding the Influence of Teacher-Directed Scientific Inquiry on Students’ Primal Inquiries in Two American Science Classrooms

Cited by 2 publications

References 33 publications

Teachers’ and Educational Administrators’ Conceptions of Inquiry: Do They Promote or Constrain Inquiry-Based Science Teaching in Junior High Schools?

Teachers’ and Educational Administrators’ Conceptions of Inquiry: Do They Promote or Constrain Inquiry-Based Science Teaching in Junior High Schools?

Reconciling Teachers’ Views and Practices with Early Graders’ Ability to Engage in Scientific Inquiry

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