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ERIC Number: EJ903350
Record Type: Journal
Publication Date: 2011
Pages: 13
Abstractor: As Provided
Reference Count: 47
ISSN: ISSN-0095-8964
Elementary Teachers' Beliefs about, Perceived Competencies for, and Reported Use of Scientific Inquiry to Promote Student Learning about and for the Environment
Forbes, Cory T.; Zint, Michaela
Journal of Environmental Education, v42 n1 p30-42 2011
This exploratory study investigated elementary teachers' beliefs about, perceived competencies for, and reported use of scientific inquiry to promote students' learning "about" environmental issues and "for" environmental decision making and action. Data were collected through a questionnaire administered to a simple random sample of elementary teachers in and around a Midwestern university community (n = 121, r = 52%). Respondents did not differentiate between inquiry practices that promote student learning "about" and "for" the environment. While respondents believed that they should engage in these practices, they were less confident in their ability to do so, and reported spending little time engaging in these practices. Results also suggest, however, that methods courses and professional development can support elementary teachers' use of inquiry-based teaching about and for the environment. (Contains 4 tables and 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A