Approaches to inquiry teaching : elementary teacher’s perspectives
Ireland, Joseph E., Watters, James J., Brownlee, Joanne M., & Lupton, Mandy (2014) Approaches to inquiry teaching : elementary teacher’s perspectives. International Journal of Science Education, 36(10), pp. 1733-1750.
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Learning science through the process of inquiry is advocated in curriculum documents across many jurisdictions. However, a number of studies suggest that teachers struggle to help students engage in inquiry practices. This is not surprising as many teachers of science have not engaged in scientific inquiry and possibly hold naïve ideas about what constitutes scientific inquiry. This study investigates teachers’ self-reported approaches to teaching science through inquiry. Phenomenographic interviews undertaken with 20 elementary teachers revealed teachers identified six approaches to teaching for inquiry, clustered within three categories. These approaches were categorized as Free and Illustrated Inquiry as part of experience-centered category, Solution and Method Inquiry as part of problem-centered category, and Topic and Chaperoned Inquiry as part of a question-centered category. This study contributes to our theoretical understanding of how teachers approach Inquiry Teaching, and suggests fertile areas of future research into this valued and influential phenomenon broadly known as “Inquiry Teaching”.
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|Item Type:||Journal Article|
|Keywords:||inquiry teaching, inquiry learning, primary science teaching, phenomenography|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Science Technology and Engineering Curriculum and Pedagogy (130212)|
|Divisions:||Current > Schools > School of Cultural & Professional Learning
Current > Schools > School of Curriculum
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2013 Taylor & Francis (Routledge)|
|Deposited On:||22 Dec 2013 23:13|
|Last Modified:||07 May 2015 23:16|
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