ERIC Number: ED405213
Record Type: RIE
Publication Date: 1997-Mar
Teachers' Emphasis on Inquiry Science and Prevailing Instructional Method.
The purpose of this study was to reveal the prevailing instructional method utilized by inquiry-oriented science teachers using national representative teacher data. The first part of the study focuses on the measurement of teaching emphasis on inquiry science or the intended curriculum. The second part focuses on the relationship between the intended curriculum and the teachers' classroom practices or the implemented curriculum. The data for this study were taken from the Longitudinal Study of American Youth (LSAY) which included public high school students (N=3000) and middle school students (N=3000). A confirmatory factor analysis and an exploratory factor analysis were employed and identify four factors affecting teaching emphasis: (1) inquiry science; (2) affective science; (3) humanistic science; and (4) academic science. The findings also suggest that the contribution of mathematics application skills and laboratory techniques and skills to teaching emphasis is relatively small. Contains 32 references. (DDR)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (70th, Oak Brook, IL, March 21-24, 1997).