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ERIC Number: EJ803503
Record Type: Journal
Publication Date: 2008-Aug
Pages: 18
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1046-560X
Understanding Teachers' Conceptions of Classroom Inquiry with a Teaching Scenario Survey Instrument
Kang, Nam-Hwa; Orgill, MaryKay; Crippen, Kent J.
Journal of Science Teacher Education, v19 n4 p337-354 Aug 2008
A survey instrument using everyday teaching scenarios was developed to measure teacher conceptions of inquiry. Validity of the instrument was established by comparing responses for a group of secondary teachers to narrative writing and group discussion. Participating teachers used only three of the five essential features of inquiry detailed in the standards documents (NRC 2000) when expressing their ideas of classroom inquiry. The features of "evaluating explanations in connection with scientific knowledge" and "communicating explanations" were rarely mentioned. These missing components indicate a gap between the teachers' conceptions of inquiry and the ideals of the reform movement.
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 - Evaluative
Education Level: Elementary Secondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A