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ERIC Number: ED407254
Record Type: RIE
Publication Date: 1997-Mar-22
Pages: 45
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Teacher Intentions, Teaching Practice, and Student Perceptions of Inquiry-Oriented Teaching.
Flick, Lawrence B.; Dickinson, Valarie L.
This study takes a holistic perspective towards inquiry teaching by examining the alignment among teacher intentions, teaching practices, and student perceptions of teaching practices. The first part of the study examines the alignment between teacher intentions for instruction and classroom teaching practices. The second part of the study examines the alignment between teaching practices and student perception of teaching practice. Data for this study were obtained from a National Science Foundation project entitled "Integrated Science Concepts" (ISC) that presented constructivist teaching strategies, elements of the nature of science, and integrated thematic concepts in science to middle level and high school teachers. The questions addressed by the research pertain to the alignment of teacher intentions with teacher achievements, and the alignment of student perspectives with teacher intentions and observed teaching behaviors. The results are presented in a series of case studies that are discussed and compared with regard to the research questions. Contains 21 references. (DDR)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (Oak Brook, IL, March 21-24, 1997).