Top

Journal of Science Teacher Education

Published in:

01-02-2010

Development of Instruments to Assess Teacher and Student Perceptions of Inquiry Experiences in Science Classrooms

Authors: Todd Campbell, Nor Hashidah Abd-Hamid, Heather Chapman

Published in: Journal of Science Teacher Education | Issue 1/2010

Activate our intelligent search to find suitable subject content or patents.

search-config

AI-assisted search

Off

Abstract

This study describes the development of two instruments to investigate the extent to which students are engaged in scientific inquiry. As a result of the instrument development process employed, each finalized instrument consisted of 20-items separated into five categories. Both instruments were found to be internally consistent, with high reliability estimates. Factor analysis showed two factors for each instrument that, while not clustering the items into the five categories, did show item clustering that is consistent with research literature about students’ engagement in inquiry experiences. Based on the analyses completed, the instruments appear to be useful instruments for use in comprehensive assessment packages for assessing the extent to which students are experiencing inquiry in science classrooms.

previous article Pedagogical Content Knowledge and the 2003 Science Teacher Preparation Standards for NCATE Accreditation or State Approval

next article Recognizing Students’ Scientific Reasoning: A Tool for Categorizing Complexity of Reasoning During Teaching by Inquiry

Dont have a licence yet? Then find out more about our products and how to get one now:

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!

inform now

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!

inform now

Available only for authorised users

American Association for the Advancement of Science. (1989). Science for all Americans. New York: Oxford University Press.

American Association for the Advancement of Science. (1993). Benchmarks for science literacy. Washington, D.C.: Author.

Campbell, T., & Bohn, C. (2008). Science laboratory experiences of high school students across one state in the U.S.: Descriptive research from the classroom. Science Educator, 17(1), 36–48.

Cavallo, A., & Laubach, T. (2001). Students’ science perceptions and enrollment decisions in differing learning cycle classrooms. Journal of Research in Science Teaching, 38, 1029–1062.CrossRef

Chang, C., & Mao, S. (1999). Comparison of Taiwan science students’ outcomes with inquiry-group versus traditional instruction. The Journal of Educational Research, 92, 340–346.CrossRef

Ertepinar, H., & Geban, O. (1996). Effect of instruction supplied with the investigative-oriented laboratory approach on achievement in a science course. Educational Research, 38, 333–341.

Fairclough, N. (1995). Critical discourse analysis: The critical study of language. Harlow, England: Longman Group.

Gorsuch, R. L. (1983). Factor analysis (2nd ed.). Hillsdale, NJ: Erlbaum.

Gorsuch, R. L. (2003). Factor analysis. In I. B. Weiner, D. K. Freedheim, & J. A. Schinka (Eds.), Handbook of psychology (pp. 143–164). Hoboken, NJ: John Wiley & Sons, Inc.

Hakkarainen, K. (2003). Progressive inquiry in a computer-supported biology class. Journal of Research in Science Teaching, 40, 1072–1088.CrossRef

Johnston, A. (2008). Demythologizing or dehumanizing? A response to Settlage and the ideals of open inquiry. Journal of Science Teacher Education, 19, 11–13.CrossRef

Lawson, A., Benford, R., Bloom, I., Carlson, M., Falconer, K., Hestenes, D., et al. (2002). Evaluating college science and mathematics instruction: A reform effort that improves teaching skills. Journal of College Science Teaching, 31, 388–393.

Leong, F., & Austin, J. (2006). The psychology research handbook: A guide for graduate students and research assistants (2nd ed.). Thousand Oaks, CA: Sage Publications.

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

Madaus, G. F. (1999). The influence of testing on the curriculum. In M. J. Early & K. J. Rehage (Eds.), Issues in curriculum: A selection of chapters from past NSSE yearbooks. Chicago: The University of Chicago Press.

Marek, E. A., Laubach, T. A., & Pedersen, J. (2003). Preservice elementary school teachers’ understanding of theory-based science education. Journal of Science Teacher Education, 14, 147–159.CrossRef

Marek, E. A., Maier, S. J., & McCann, F. (2008). Assessing understanding of the learning cycle: The ULC. Journal of Science Teacher Education, 19, 375–389.CrossRef

Mathison, S. (1988). Why triangulate? Educational Researcher, 17, 13–17.

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

National Research Council (NRC). (2005). America’s lab report: Investigations in high school science. Washington, DC: National Academy Press.

National Science Teachers Association (NSTA). (2007). NSTA position statement. The Integral Role of Laboratory Investigations in Science Instruction. Retrieved on October 23, 2009, from http://www.nsta.org/about/positions/laboratory.aspx.

Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory (3rd ed.). New York: McGraw-Hill.

O’Sullivan, C. Y., & Weiss, A. R. (1999). Student work and teacher practices in science. United States Department of Education. Office of Educational Research and Improvement. Washington, DC: National Center for Education Statistics (NCES 1999-455).

Paris, S., Yambor, K., & Packard, B. (1998). Hands-on biology: A museum-school-university partnership for enhancing students’ interest and learning in science. The Elementary School Journal, 98, 267–289.CrossRef

Piburn, M., Sawada, D., Turley, J., Falconer, K., Benford, R., Bloom, I., & Judson, E. (2000). Reformed teaching observation protocol (RTOP): Reference manual (ACEPT Technical Report No. INOO-3). Tempe, AZ: Arizona Collaborative for Excellence in the Preparation of Teachers (Eric Document Reproduction Service, ED 447 205).

Sawada, D., Piburn, M., Judson, E., Turley, J., Falconer, K., Benford, R., et al. (2002). Measuring reform practices in science and mathematics. School Science and Mathematics, 102, 245–253.CrossRef

Schwartz, R., Lederman, N., & Crawford, B. (2004). Developing views of nature of science in an authentic context: An explicit approach to bridging the gap between nature of science and scientific inquiry. Science Education, 88, 610–645.CrossRef

Settlage, J. (2007). Demythologizing science teacher education: Conquering the false ideal of open inquiry. Journal of Science Teacher Education, 18, 461–467.CrossRef

Smith, K. (1993). Development of the primary teacher questionnaire. Journal of Educational Research, 87(1), 23–29.

Smolleck, L., & Yoder, E. (2008). Further development and validation of the teaching science as inquiry (TSI) instrument. School Science & Mathematics, 108, 291–297.CrossRef

Statistical Package for the Social Sciences for Windows (SPSS). (2007). Chicago: SPSS Inc. (Rel. 16.0.1. 2007).

Taylor, P. C., Fraser, B., & Fisher, D. (1997). Monitoring constructivist classroom learning environments. International Journal of Educational Research, 27, 293–302.CrossRef

Taylor, P., & Maor, D. (2000). Assessing the efficacy of online teaching with the constructivist online learning environment survey. In A. Herrmann & M. M. Kulski (Eds.), Flexible futures in tertiary teaching. Proceedings of the 9th Annual Teaching Learning Forum. Perth, Australia: Curtin University of Technology. Retrieved on October 23, 2009, from http://lsn.curtin.edu.au/tlf/tlf2000/taylor.html.

Windschitl, M. (2003). Inquiry projects in science teacher education: What can investigative experiences reveal about teacher thinking and eventual classroom practice? Science Education, 87, 112–143.CrossRef

Title: Development of Instruments to Assess Teacher and Student Perceptions of Inquiry Experiences in Science Classrooms
Authors: Todd Campbell
Nor Hashidah Abd-Hamid
Heather Chapman
Publication date: 01-02-2010
Publisher: Springer Netherlands
Published in: Journal of Science Teacher Education / Issue 1/2010
Print ISSN: 1046-560X
Electronic ISSN: 1573-1847
DOI: https://doi.org/10.1007/s10972-009-9151-x

Springer Professional

Abstract

Please log in to get access to your license.

Dont have a licence yet? Then find out more about our products and how to get one now:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Wirtschaft"

Other articles of this Issue 1/2010

Pedagogical Content Knowledge and the 2003 Science Teacher Preparation Standards for NCATE Accreditation or State Approval

Developing Elementary Teachers’ Understandings of Hedges and Personal Pronouns in Inquiry-Based Science Classroom Discourse

One Size Fits None?

Analysis of Essential Features of Inquiry Found in Articles Published in The Science Teacher, 1998–2007

Recognizing Students’ Scientific Reasoning: A Tool for Categorizing Complexity of Reasoning During Teaching by Inquiry

Development of Preservice Teachers’ Ability to Critique and Adapt Inquiry-based Instructional Materials