Top

The Urban Review

Published in:

01-03-2011

Teaching Science Inquiry in Urban Contexts: The Role of Elementary Preservice Teachers’ Beliefs

Authors: Jacqueline Leonard, Joy Barnes-Johnson, Scott Jackson Dantley, Charles Kimber

Published in: The Urban Review | Issue 1/2011

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

search-config

AI-assisted search

Off

Abstract

This paper reports on a study of elementary preservice teachers’ inquiry-based practices, their efficacy beliefs, and the role beliefs had on two preservice teachers’ practices in urban classrooms. Results show inquiry-based practices can be cultivated through field-based experiences and preservice teachers’ efficacy beliefs, as it relates to practice in urban settings, are malleable. Specifically, personal efficacy beliefs about teaching science improved or were sustained for one cohort of preservice teachers. However, beliefs about students’ ability to learn science, that is outcome beliefs, were less stable. The results of two case studies show that science content knowledge was a factor in preservice teachers’ inquiry-based practices. However, why preservice teachers’ beliefs about student learning declined is less clear. More research is needed, along with follow-up data on teacher induction, to learn how preservice teachers’ beliefs impact urban students’ science education.

previous article At the Garden Gate: Community Building Through Food: Revisiting the Critique of “Food, Folk and Fun” in Multicultural Education

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

Allinder, R. M. (1995). An examination of the relationship between teacher efficacy and curriculum-based measurement and student achievement, remedial and special education. Remedial & Special Education, 16(4), 247.CrossRef

Ashton, P. (1985). Motivation and teacher’s sense of efficacy. In C. Ames & R. Ames (Eds.), Research on motivation in education: The classroom milieu (Vol. 2, pp. 141–174). Orlando, FL: Academic Press.

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191–215.CrossRef

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman.

Beerer, K., & Bodzin, A. (2004). How to develop inquiring minds. District implements inquiry-based science instruction. Journal of Staff Development, 25(4), 43–47.

Bianchini, J. A., & Cavaros, L. M. (2007). Learning from students, inquiry into practice, and participating in professional communities: Beginning teachers’ uneven progress toward equitable science teaching. Journal of Research in Science Teaching, 44(4), 586–612.CrossRef

Bianchini, J. A., & Colburn, A. (2000). Teaching the nature of science through inquiry to prospective elementary teachers: A tale of two researchers. Journal of Research in Science Teaching, 37(2), 177–209.CrossRef

Bodzin, A., & Beerer, K. (2003). Promoting inquiry-based science instruction: The validation of the science teacher inquiry rubric (STIR). Journal of Elementary Science Education, 15(2), 39–49.CrossRef

Bogdan, R. C., & Biklen, S. K. (1992). Qualitative research for education: An introduction to theory and methods (2nd ed.). Needham Heights, MA: Allyn & Bacon.

Buxton, C. A. (2006). Creating contextually authentic science in a “low-performing” urban elementary school. Journal of Research in Science Teaching, 43(7), 695–721.CrossRef

Cantrell, P., Young, S., & Moore, A. (2003). Factors affecting science teaching efficacy of preservice teachers. Journal of Science Teacher Education, 14(3), 177–192.CrossRef

Cone, N. (2009). Preservice elementary teachers’ self-efficacy beliefs about equitable science teaching: Does service learning make a difference? Journal of Elementary Science Education, 21(2), 25–34.CrossRef

Crawford, B. A. (2007). Learning to teach science as inquiry in the rough and tumble of practice. Journal of Research in Science Teaching, 44(4), 613–642.CrossRef

Czerniak, C. M., & Schriver, M. (1994). An examination of preservice science teachers’ beliefs. Journal of Science Teacher Education, 5(3), 77–86.CrossRef

Eick, C. J., & Reed, C. J. (2002). What makes an inquiry-oriented science teacher? The influence of learning histories on student teacher role identity and practice. Science Education, 86(3), 401–416.CrossRef

Enochs, L. G., & Riggs, I. M. (1990). Further development of an elementary science teaching efficacy belief instrument: A preservice elementary scale. School Science and Mathematics, 90(8), 694–706.CrossRef

Gay, G. (2000). Culturally responsive teaching: Theory, practice and research. New York: Teachers College Press.

Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569–582.CrossRef

Glaser, B. (1978). Theoretical sensitivity: Advances in the methodology of grounded theory. Mill Valley, CA: Sociology Press.

Haberman, M. (2004). The special role of science teaching in schools serving diverse children in urban poverty. In L. B. Flick & N. G. Lederman (Eds.), Scientific inquiry and nature of science: Implications for teaching, learning and teacher education. Norwell, MA: Kluwer Academic Publishers.

Haberman, M. (2010, February 13). What accounts for low science achievement and what might be done about it. Retrieved April 7, 2010, from EducationNews.org: http://www.educationnews.org/ed_reports/52335.html.

Hammerman, E. (2006). Eight essentials of inquiry-based science, K-8. Thousand Oaks, CA: Sage.

Hoy, W. K., & Woolfolk, A. E. (1990). Organizational socialization of student teachers. American Educational Research Journal, 27(2), 279–300.

Jones, M. T., & Eick, C. J. (2007). Implementing inquiry kit curriculum: Obstacles, adaptations, and practical knowledge development in two middle school science teachers. Science Education, 91, 492–513.CrossRef

Lambert, J. (2007). Using model-centered instruction to introduce GIS in teacher preparation programs. Journal of Geoscience Education, 55(5), 387–395.

Leonard, J., Boakes, N., & Moore, C. M. (2009). Conducting science inquiry in primary classrooms: Case studies of two preservice teachers’ inquiry-based practices. Journal of Elementary Science Education, 21(1), 27–50.CrossRef

Leonard, J., & Hill, M. L. (2008). Using multimedia to engage African-American children in classroom discourse. Journal of Black Studies, 39(1), 22–42.CrossRef

Leonard, J., & Oakley, J. E. (2006). We have lift off! Integrating space science and mathematics in elementary classrooms. Journal of Geoscience Education, 54(4), 452–457.

Linn, M. C., & Hsi, S. (2000). Computers, teachers, peers: Science learning partners. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

Lortie, D. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press.

Marx, R. W., Blumenfeld, P. C., Krajcik, J. S., Fishman, B., Soloway, E., Geier, R., et al. (2004). Inquiry-based science in the middle grade: Assessment of learning in urban systemic reform. Journal of Research in Science Teaching, 41(10), 1063–1080.CrossRef

Morrell, P., & Carroll, J. (2003). An extended examination of preservice elementary teachers’ science teaching efficacy. School Science and Mathematics, 13(5), 246–251.CrossRef

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

Osisioma, I. U., & Moscovici, H. (2008). Profiling the beliefs of the forgotten teachers: An analysis of intern teachers’ frameworks for urban science teaching. Journal of Science Teacher Education, 19, 285–311.CrossRef

Palmer, D. (2006). Durability of changes in self-efficacy of preservice primary teachers. International Journal of Science Education, 28(6), 655–671.CrossRef

Parajes, M. F. (1992). Teacher beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332.

Seiler, G. (2001). Reversing the “standard” direction: Science emerging from the lives of African-American students. Journal of Research in Science Teaching, 38(9), 1000–1014.CrossRef

Seiler, G., & Elmesky, R. (2005). The who, what, where, and how of our urban ethnographic research. In K. Tobin, R. Elmesky, & G. Seiler (Eds.), Improving urban science education: New roles for teachers, students, & researchers (pp. 1–19). New York: Rowman & Littlefield Publishers.

Swars, S. L. (2005). Examining perceptions of mathematics teaching effectiveness among elementary preservice teachers with differing levels of mathematics teacher efficacy. Journal of Instructional Psychology, 32(2), 139–147.

Tschannen-Moran, M., & Hoy, A. W. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23, 944–956.CrossRef

Warren, B., Ballenger, C., Ogonowski, M., Rosebery, A., & Hudicort-Barnes, J. (2001). Rethinking diversity in science teaching: The logic of everyday sense-making. Journal of Research in Science Teaching, 38(2), 529–552.CrossRef

Wheatley, K. F. (2005). The case for reconceptualizing teacher efficacy research. Teaching and Teacher Education, 21(7), 747–766.CrossRef

Windschitl, M. (2003). Inquiry projects in science teacher education: What can investigative experiences reveal about teacher thinking and eventual classroom practice? Science Education, 87(1), 112–143.CrossRef

Yilmaz-Tuzun, O. (2008). Preservice elementary teachers’ beliefs about science teaching. Journal of Science Teacher Education, 19, 183–204.CrossRef

Yoon, S., Pedrettie, E., Bencze, L., Hewitt, J., Perris, K., & Oostveen, R. V. (2006). Exploring the use of cases and case methods in influencing elementary preservice science teachers’ self-efficacy beliefs. Journal of Science Teacher Education, 17, 15–35.CrossRef

Title: Teaching Science Inquiry in Urban Contexts: The Role of Elementary Preservice Teachers’ Beliefs
Authors: Jacqueline Leonard
Joy Barnes-Johnson
Scott Jackson Dantley
Charles Kimber
Publication date: 01-03-2011
Publisher: Springer Netherlands
Published in: The Urban Review / Issue 1/2011
Print ISSN: 0042-0972
Electronic ISSN: 1573-1960
DOI: https://doi.org/10.1007/s11256-010-0173-7

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 1/2011

When the “Burden of Acting White” is Not a Burden: School Success and African American Male Students

At the Garden Gate: Community Building Through Food: Revisiting the Critique of “Food, Folk and Fun” in Multicultural Education

Reconsidering the Urban in Urban Education: Interdisciplinary Conversations

Keeping Faith: Faith Talk by and for Incarcerated Youth

Culturally Relevant Pedagogy in a Diverse Urban Classroom

Unmasking the Inequitable Discipline Experiences of Urban Black Girls: Implications for Urban Educational Stakeholders