ERIC Number: EJ977455
Record Type: Journal
Publication Date: 2012
Abstractor: As Provided
Reference Count: 18
Inquiry-Based Instruction: Does School Environmental Context Matter?
Pea, Celestine H.
Science Educator, v21 n1 p37-43 Sum 2012
In a larger study on teachers' beliefs about science teaching, one component looks at how school environmental context factors influence inquiry-based science instruction. Research shows that three broad categories of school environmental factors (human, sociocultural, design) impact inquiry-based teaching in some way. A mixed-method, sequential, explanatory design uncovers how school environmental context factors impact middle school science teachers' use of inquiry-based science instruction in the county where the study takes place. Ninety-one middle school science teachers participate in the study. Results show that few school environmental context factors impact teachers' ability to teach science using inquiry-based methods. (Contains 10 tables.)
Descriptors: Science Teachers, Science Instruction, Science Education, Teaching Methods, Mixed Methods Research, Performance Factors, Environmental Influences, Middle School Teachers, Inquiry, Active Learning, Educational Environment, Context Effect, Aptitude Treatment Interaction, Teacher Surveys, Likert Scales, Interviews, Observation, Beliefs, Instructional Effectiveness, Teacher Effectiveness
National Science Education Leadership Association. P.O. Box 99381, Raleigh, NC 27624-9381. Tel: 919-848-8171; Fax: 919-848-0496; Web site: http://nsela.org/index.php?option=com_content&view=category&id=51&Itemid=85
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7; Grade 8; Middle Schools
Authoring Institution: N/A