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ERIC Number: EJ977455
Record Type: Journal
Publication Date: 2012
Pages: 7
Abstractor: As Provided
Reference Count: 18
ISSN: ISSN-1094-3277
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.)
National Science Education Leadership Association. P.O. Box 99381, Raleigh, NC 27624-9381. Tel: 919-848-8171; Fax: 919-848-0496; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7; Grade 8; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A