Views of inquiry: Mismatches between views of science education faculty and students of an alternative certification program

Demir, Abdulkadir; Abell, Sandra K.

doi:10.1002/tea.20365

Cited by 50 publications

(33 citation statements)

References 44 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Demir and Abell (2010), in a study of four NHTS, found that teachers held incomplete views of inquiry, with only one NHTS able to implement some form of inquiry into her classroom. Dawson (2008) surveyed 33 NHTS in Australia in order to document their use of ICT resources.…”

Section: Summary and Research Directions: Learners And Learningmentioning

confidence: 96%

Supporting newly hired teachers of science: attaining teacher professional standards

Luft

Dubois

Nixon

et al. 2014

Studies in Science Education

View full text Add to dashboard Cite

National standards for teachers are becoming more common. For newly hired teachers of science (NHTS), these standards have implications for how they are prepared and supported in their early years. In order to guide educators who prepare and study teachers of science and support NHTS, this review examines 30 years of research pertaining to teachers of science in their first five years of teaching. An examination of several national standards documents resulted in six broad areas that frame this review: Content and Curricular Knowledge, Learners and Learning, Professional Practice and Learning Environments, Equity, Assessment and Professionalism. It is evident from the review of identified articles that NHTS are capable of much more than has been envisioned and discussed previously, and that they are in a unique period in which their knowledge and abilities are being modified rapidly. This review points to the need for well-configured induction programmes, and the importance of the alignment between initial certification programmes and induction programmes. Finally, this review suggests several areas that are in need of study, such as how NHTS build their knowledge about learners and learning, and assessment. This review begins to fill the 'gap' in our understanding of science teacher development by specifically examining NHTS.

show abstract

Section: Summary and Research Directions: Learners And Learningmentioning

confidence: 96%

Supporting newly hired teachers of science: attaining teacher professional standards

Luft

Dubois

Nixon

et al. 2014

Studies in Science Education

View full text Add to dashboard Cite

show abstract

“…Teachers' views of inquiry (e.g., inquiry as student-driven open-ended activity only) are a major barrier to successful implementation of IBTL practices. 10 As a consequence, teachers are hesitant to implement IBTL. However, implementing IBTL is not as difficult as perceived by teachers.…”

Section: Resolving Light's Path Through Lensesmentioning

confidence: 99%

Seeing an Old Lab in a New Light: Transforming a Traditional Optics Lab into Full Guided Inquiry

Maley

Stoll

Demir

2013

The Physics Teacher

View full text Add to dashboard Cite

This paper describes the authors' experiences transforming a “cookbook” lab into an inquiry-based investigation and the powerful effect the inquiry-oriented lab had on our students' understanding of lenses. We found the inquiry-oriented approach led to richer interactions between students as well as a deeper conceptual understanding of how images are formed. We observed engaged students participating in scientific discourse full of hypothesizing, modeling, and argumentation based on evidence.

show abstract

“…Basically, teachers' conceptions are defined as ideas, thoughts, and understandings, of which there can be a wide variety (Demir & Abell, 2010). Teachers' conceptions of inquiry may affect how they implement inquiry in the science classroom (Breslyn & McGinnis, 2012;Crawford, 2007;Wallace & Kang, 2004).…”

Section: Part 2: Beginning Teachers' Conceptions Of Scientific Inquirymentioning

confidence: 99%

Action Research: First-Year Primary School Science Teachers’ Conceptions on and Enactment of Science Inquiry in Singapore

Long

Bae

2018

Asia Pac. Sci. Educ.

View full text Add to dashboard Cite

This action research project examines first year science teachers' conceptions of scientific inquiry and their challenges in implementing inquiry-based lessons. Classroom observations and interviews represent two first-year primary school science teachers' conceptions of science as inquiry. Because the current educational landscape emphasizes inquiry-based learning as a foundation of science education, teacher-training in Singapore focuses on augmenting the quality of inquiry-based science lessons. Through a mandatory reduced workload, first-year primary school science teachers can focus on transitioning from being student teachers to full-time teachers. A video of each teacher's lesson was analysed using the EQUIP (Electronic Quality of Inquiry Protocol) instrument. Data analysis of the interviews involved a process of a priori coding based on the essential features of inquiry as well as grounded theory to expose the challenges the teachers faced in their enactment of inquiry-based instruction. Findings suggest that the two first-year teachers formed conceptions of inquiry through their teacher training programs. The teachers revealed three key considerations that affected their practice of inquiry: (1) assessment demands, (2) lack of resources and (3) lack of time to plan and to teach inquiry lessons. Findings in this action research project provide salient implications for other Asian countries which need to improve in-service teacher professional development programs in order to successfully enactment inquirybased instruction.

show abstract

Views of inquiry: Mismatches between views of science education faculty and students of an alternative certification program

Cited by 50 publications

References 44 publications

Supporting newly hired teachers of science: attaining teacher professional standards

Supporting newly hired teachers of science: attaining teacher professional standards

Seeing an Old Lab in a New Light: Transforming a Traditional Optics Lab into Full Guided Inquiry

Action Research: First-Year Primary School Science Teachers’ Conceptions on and Enactment of Science Inquiry in Singapore

Contact Info

Product

Resources

About