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ERIC Number: EJ1000612
Record Type: Journal
Publication Date: 2013-Apr
Pages: 17
Abstractor: As Provided
Reference Count: 37
ISBN: N/A
ISSN: ISSN-0157-244X
How to Help Teachers Develop Inquiry Teaching: Perspectives from Experienced Science Teachers
Tseng, Chung-Hsien; Tuan, Hsiao-Lin; Chin, Chi-Chin
Research in Science Education, v43 n2 p809-825 Apr 2013
This study has two purposes: the first is to explore experienced science teachers' perspectives on inquiry teaching, and the second is to categorize these perspectives into patterns. Fifteen junior high school science teachers experienced at inquiry teaching were selected, and a semi-structured interview was conducted to collect the teachers' perspectives on inquiry and inquiry teaching. The findings indicate that these experienced science teachers hold multiple perspectives on inquiry and inquiry teaching. The two patterns generated from these teachers' perspectives of inquiry and inquiry teaching were systematic-based inquiry instruction and learning-based inquiry instructions. Suggestions for science teacher educators are discussed in this paper.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A