Inquiry in Science Education

1. Understanding and scaffolding inquiry: A tale of three teachers Lindsay B. Wheeler, Brooke A. Whitworth, & Jennifer L. MaengCurry School of Education, University of VirginiaRandy L. BellCollege of Education, Oregon State University Abstract Inquiry in Science Education Results Teachers’ Understanding of Inquiry All teachers’ definitions of inquiry became more aligned with the VISTA definition of inquiry after PD (Pre- and post-perceptions surveys) All teachers can identify an activity as inquiry or not (Inquiry Interview) Karen and Chris incorporated levels of inquiry into their definitions (Pre- and post-perceptions survey) Teacher Beliefs about Inquiry Karen and Chris perceived external barriers to implementing inquiry such as standardized testing, student abilities (Informal Observation Interview) George believed in a very student-centered, hands off approach to teaching (Informal Observation Interview) We explored 3 purposefully selected secondary science teachers’ conceptions of inquiry and the levels of inquiry. The teachers were in their first years of teaching and were part of the Virginia Initiative for Science Teaching and Achievement (VISTA) Secondary Teacher Program (STP) that emphasized inquiry levels. A constant comparative approach was employed to analyze the qualitative data set. Results indicated the participants’ understanding of inquiry became more aligned with the VISTA framework. However, differences in participants’ understanding of the levels of inquiry and beliefs about inquiry may have contributed to their varied emphasis on scientific practices in their classroom science instruction. The present study has potential to inform how methods of scaffolding inquiry instruction and teaching scientific practices are taught to in-service teachers. VISTA Definition of Inquiry • Students asking questions, collecting and analyzing data, and using evidence to solve problems • (Maeng & Bell, 2012, p. 3) Scientific Practices • Asking questions • Carrying out investigations • Analyzing data • Constructing explanations • Argumentation • Communicating results (NRC, 2012) • Teacher Beliefs about the Levels of Inquiry • “I think I’m going to keep sticking with the inquiry based lab activities and how do you take a cookie cutter lab and make it ... an inquiry based lab with different levels” (Chris, Perceptions Interview) • “I probably stick right about level 2 throughout the year. And that’s mostly because the topic’s changing, so I don’t feel it’s appropriate to change the level” (George, Inquiry Interview) Teachers’ Understanding of the Levels of Inquiry Karen and Chris struggle to accurately identify the levels of inquiry (Inquiry Interview) George correctly identified all four levels of inquiry scenarios (Inquiry Interview) The Levels of Inquiry Background • No difference in student outcomes when specific levels of inquiry compared to other methods of instruction • (Lederman, Lederman, Wickman, Lager-Nyqvist, 2008; Pine et al, 2006) • Teachers play an important role in student outcomes when implementing the levels of inquiry (Blanchard et al., 2010) • Teachers improve conception of inquiry and implement inquiry in secondary classrooms • (e.g. Kazempour, 2009; Lotter, Harwood & Bonner, 2006; Van Hook et al., 2009) • Conception=teacher beliefs + teacher understanding • (Mansour, 2009) • Theoretical Framework: Social Constructivism • Active learning • Interactions between individuals (Bodner & Orgill, 2007, Ch. 2) Teacher Practices Methods Participants and Setting Subset of 3 purposefully chosen teachers Data Sources and Analysis Post-Perceptions Survey Post-Perceptions Interview Inquiry Interview Observations Artifacts Constant comparative data analysis (Glaser, 1965) Conclusions & Future Research Future Research Influence of professional development that uses conceptual change model to teach levels of inquiry Explore teachers who incorporate all scientific practices in guided and structured inquiry-based activities Examine elementary teachers’ conception and practice of inquiry levels The levels of inquiry are a tool to help teachers easily incorporate inquiry in the classroom Teachers implement the same levels of inquiry differently All scientific practices can be integrated even with structured inquiry Barriers influence teacher practice (eg. Anderson, 2002; Kazempour, 2009; Keys, 2001) Teacher understanding following professional development improved but not always aligned with practice (Wee, Shepardson, Fast & Harbor, 2007) Research Questions What are secondary science teachers’ conception of inquiry and inquiry levels? How do secondary science teachers integrate and scaffold inquiry instruction for their students? What patterns exist between secondary science teachers’ conceptions about inquiry and their classroom implementation of inquiry?