nach oben

Journal of Science Teacher Education

Erschienen in:

01.02.2011

Chemistry Teachers’ Emerging Expertise in Inquiry Teaching: The Effect of a Professional Development Model on Beliefs and Practice

verfasst von: Gregory T. Rushton, Christine Lotter, Jonathan Singer

Erschienen in: Journal of Science Teacher Education | Ausgabe 1/2011

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config

KI-gestützte Suche

Aus

Abstract

This study investigates the beliefs and practices of seven high school chemistry teachers as a result of their participation in a year-long inquiry professional development (PD) project. An analysis of oral interviews, written reflections, and in-class observations were used to determine the extent to which the PD affected the teachers’ beliefs and practice. The data indicated that the teachers developed more complete conceptions of classroom inquiry, valued a “phenomena first” approach to scientific investigations, and viewed inquiry approaches as helpful for facilitating improved student thinking. Analysis of classroom observations with the Reformed Teaching Observation Protocol indicated that features of the PD were observed in the teachers’ practice during the academic year follow-up. Implications for effective science teacher professional development models are discussed.

Vorheriger Artikel Design Approaches to Support Preservice Teachers in Scientific Modeling

Nächster Artikel Practicing What We Teach: A Self-Study in Implementing an Inquiry-Based Curriculum in a Middle Grades Classroom

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

über 102.000 Bücher
über 537 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Finance + Banking
Management + Führung
Marketing + Vertrieb
Maschinenbau + Werkstoffe
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 340 Zeitschriften

aus folgenden Fachgebieten:

Bauwesen + Immobilien
Business IT + Informatik
Finance + Banking
Management + Führung
Marketing + Vertrieb
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Nur mit Berechtigung zugänglich

Abd-El-Khalick, F., Boujaoude, S., Duschl, R., Lederman, N. G., Mamlok-Naaman, R., Hofstein, A., et al. (2004). Inquiry in science education: International perspectives. Science Education, 88, 397–419.CrossRef

Akerson, V., & Hanuscin, D. (2007). Teaching nature of science through inquiry: Results of a 3-year professional development program. Journal of Research in Science Teaching, 44, 653–680.CrossRef

American Association for the Advancement of Science (AAAS). (1993). Benchmarks for science literacy: Project 2061. Oxford: Oxford University Press.

Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques (2nd ed.). San Fransico, CA: Jossey-Bass.

Basista, B., & Mathews, S. (2002). Integrated science and mathematics professional development programs. School Science and Mathematics, 102, 359–370.CrossRef

Berry, A. (2007). Tensions in teaching about teaching: Understanding practice as a teacher educator (Vol. 5). Clayton, Australia: Springer.

Bogdan, R. C., & Biklen, S. K. (1998). Qualitative research for education (3rd ed.). Boston: Allyn and Bacon.

Brickhouse, N. (1990). Teachers’ beliefs about the nature of science and their relationship to classroom practice. Journal of Teacher Education, 41, 53–62.CrossRef

Caton, E., Brewer, C., & Brown, F. (2000). Building teacher-scientist partnerships: Teaching about energy through inquiry. School Science and Mathematics, 100, 7–15.CrossRef

Crawford, B. A. (1999). Is it realistic to expect a preservice teacher to create an inquiry-based classroom? Journal of Science Teacher Education, 10, 175–194.CrossRef

Darling-Hammond, L., & Ball, D. L. (1998). Teaching for high standards: What policymakers need to know and be able to do (CPRE joint report series, JRE-04). Philadelphia: Consortium for Policy Research in Education and the National Commission on Teaching & America’s Future.

Fernandez, C. (2002). Learning from Japanese approaches to professional development: The case of lesson study. Journal of Teacher Education, 53, 393–405.CrossRef

Fullan, M. G., & Stiegelbauer, S. (1991). The new meaning of educational change (2nd ed.). New York: Teachers College Columbia University.

Garcia, A. R. (2004). The difficult relationship between theory and practice in an inservice course for science teachers. International Journal of Science Education, 26, 1223–1245.CrossRef

Garet, M. S., Porter, A. C., Desimone, L. M., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Analysis of a national sample of teachers. American Educational Research Journal, 38, 915–945.CrossRef

Gunstone, R. F., & White, R. T. (1981). Understanding of gravity. Science Education, 65, 291–299.CrossRef

Guskey, T. R. (1986). Staff development and the process of teacher change. Educational Researcher, 15, 5–12.

Hashweh, M. Z. (1996). Effects of science teachers’ epistemological beliefs in teaching. Journal of Research in Science Teaching, 33, 47–63.CrossRef

Huffman, D., Thomas, K., & Lawrenz, F. (2003). Relationship between professional development, teachers’ instructional practices, and the achievement of students in science and mathematics. School Science and Mathematics, 103, 378–387.CrossRef

Jeanpierre, B., Oberhauser, K., & Freeman, C. (2005). Characteristics of professional development that effects change in secondary science teachers’ classroom practices. Journal of Research in Science Teaching, 42, 668–690.CrossRef

Joyce, B., & Showers, B. (1988). Student achievement through staff development. New York: Longman.

Judson, E., & Lawson, A. (2007). What is the role of constructivist teachers within faculty communication networks? Journal of Research in Science Teaching, 44, 490–505.CrossRef

Keys, C. W., & Bryan, L. A. (2001). Co-constructing inquiry-based science with teachers: Essential research for lasting reform. Journal of Research in Science Teaching, 38, 631–645.CrossRef

Linn, M. C., & Eylon, B.-S. (2006). Science education: Integrating views of learning and instruction. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (2nd ed., pp. 511–544). Mahwah, NJ: Lawrence Erlbaum Associates.

Lotter, C., Harwood, H., & Bonner, J. (2007). The influence of core teaching conceptions on teachers’ use of inquiry teaching practices. Journal of Research in Science Teaching, 44, 1318–1347.CrossRef

Lotter, C., Singer, J., & Godley, J. (2009). The influence of repeated teaching and reflection on preservice teachers’ views of inquiry and nature of science. Journal of Science Teacher Education, 20, 553–582.CrossRef

Loucks-Horsley, S., Hewson, P. W., Love, N., & Stiles, K. E. (2003). Designing professional development for teachers of science and mathematics. Thousand Oaks, CA: Corwin Press, Inc.

Loughran, J. J. (2002). Effective reflective practice: In search of meaning in learning about teaching. Journal of Teacher Education, 53, 33–43.CrossRef

Loughran, J. J., & Berry, A. (2005). Modelling by teacher educators. Teaching & Teacher Education, 21, 193–203.CrossRef

Luft, J. A. (2001). Changing inquiry practices and beliefs: The impact of an inquiry-based professional development programme on beginning and experienced secondary science teachers. International Journal of Science Education, 23, 517–534.CrossRef

Lyons, L. L., Freitag, P. K., & Hewson, P. W. (1997). Dichotomy in thinking, dilemma in actions: Researcher and teacher perspectives on a chemistry teaching practice. Journal of Research in Science Teaching, 34, 239–254.CrossRef

MacIsaac, D., & Falconer, K. (2002). Reforming physics instruction via RTOP. The Physics Teacher, 40, 479–485.CrossRef

Marx, R. W., Blumenfeld, P. C., Krajcik, J. S., & Soloway, E. (1997). Enacting project-based science. Elementary School Journal, 97, 341–358.CrossRef

McComas, W. (1998). The nature of science in science education. Dordrecht, Netherlands: Kluwer Academic Publishers.

Mezirow, J. (1990). How critical reflection triggers transformative learning. In Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning (pp. 1-20). San Francisco: Jossey-Bass, Inc.

National Research Council (NRC). (1996). National science education standards. Washington, DC: National Academy Press.

National Research Council (NRC). (2000). Inquiry and the national science education standards. Washington, DC: National Academy Press.

Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307–332.

Piburn, M., Sawada, D., Falconer, K., Turley, J., Benford, R., & Bloom, I. (2000). Reformed teaching observation protocol (RTOP). Reformed teaching observation protocol (RTOP) reference manual. ACEPT technical report no. IN00-3. Retrieved June 1, 2006, from http://www.PhysicsEd.BuffaloState.Edu/AZTEC/rtop/RTOP_full/PDF/.

Roehrig, G. H., & Garrow, S. (2007). The impact of teacher classroom practices on student achievement during the implementation of a reform-based chemistry curriculum. International Journal of Science Education, 29, 1789–1811.CrossRef

Roehrig, G. H., & Kruse, R. A. (2005). The role of teachers’ beliefs and knowledge in the adoption of a reform-based curriculum. School Science and Mathematics, 105, 412–422.CrossRef

Roehrig, G. H., Kruse, R. A., & Kern, A. (2007). Teacher and school characteristics and their influence on curriculum implementation. Journal of Research in Science Teaching, 44, 883–907.CrossRef

Roehrig, G. H., & Luft, J. A. (2004). Constraints experienced by beginning secondary science teachers in implementing scientific inquiry lessons. International Journal of Science Education, 26, 3–24.CrossRef

Sawada, D., Piburn, M., Judson, E., Turley, J., Falconer, K., Russell, B., et al. (2002). Measuring reform practices in science and mathematics classrooms: The reformed teaching observation protocol. School Science and Mathematics, 102, 245–253.CrossRef

Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1–22.

Singer, J., & LaCross, R. (2005). Re-conceptualizing the structure of professional development. Paper presented at the annual meeting of the American Educational Research Association. Canada: Montreal.

Singer, J., & Maher, M. (2007). Preservice teachers and technology integration: Rethinking traditional roles. Journal of Science Teacher Education, 18, 955–984.CrossRef

South Carolina Department of Education. (2005). Retrieved October 2009, from http://www.ed.sc.gov/agency/Standards-and-Learning/Academic-standards/old/cso/standards/science/index.html.

Thompson, C. L., & Zeuli, J. S. (1999). The frame and the tapestry. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession (pp. 341–375). San Francisco: Jossey-Bass.

Tobin, K., & McRobbie, C. J. (1996). Cultural myths as constraints to the enacted curriculum. Science Education, 80, 223–241.CrossRef

Tsai, C. (2007). Teachers’ scientific epistemological views: The coherence with instruction and students’ views. Science Education, 91, 222–243.CrossRef

van Driel, J. H., Beijaard, D., & Verloop, N. (2001). Professional development and reform in science education: The role of teachers’ practical knowledge. Journal of Research in Science Teaching, 38, 137–158.CrossRef

Wallace, C. W., & Kang, N. (2004). An investigation of experienced secondary science teachers’ beliefs about inquiry: An examination of competing belief sets. Journal of Research in Science Teaching, 41, 936–960.CrossRef

Wee, B., Shepardson, D., Fast, J., & Harbor, J. (2007). Teaching and learning about inquiry: Insights and challenges in professional development. Journal of Science Teacher Education, 18, 63–89.CrossRef

Weiss, I., Pasley, J., Smith, S., Banilower, E. R., & Heck, D. (2003). Looking inside the classroom: A study of K-12 mathematics and science education in the United States. Chapel Hill, NC: Horizon Research, Inc.

White, R. T., & Gunstone, R. F. (1992). Probing understanding. UK: Falmer Press.

Wideen, M., Mayer-Smith, J., & Moon, B. (1998). A critical analysis of the research on learning to teach: Making the case for an ecological perspective on inquiry. Review of Educational Research, 68, 130–178.

Yerrick, R., Parke, H., & Nugent, J. (1997). Struggling to promote deeply rooted change: The “filtering effect” of teachers’ beliefs on understanding transformational views of teaching science. Science Education, 81, 137–159.CrossRef

Titel: Chemistry Teachers’ Emerging Expertise in Inquiry Teaching: The Effect of a Professional Development Model on Beliefs and Practice
verfasst von: Gregory T. Rushton
Christine Lotter
Jonathan Singer
Publikationsdatum: 01.02.2011
Verlag: Springer Netherlands
Erschienen in: Journal of Science Teacher Education / Ausgabe 1/2011
Print ISSN: 1046-560X
Elektronische ISSN: 1573-1847
DOI: https://doi.org/10.1007/s10972-010-9224-x