Dissertation/Thesis Abstract

A Longitudinal Study of the Progression of Preservice and In-service Science Teachers' Abilities to Teach Inquiry-based Science
by Bartley, Jeanette, Ph.D., Illinois Institute of Technology, 2019, 355; 13877491
Abstract (Summary)

All teachers are expected to teach inquiry-based science by the National Science Education Standards, the National Association of Science Teachers, and the Next Generation Science Standards (NRC, 1996; NSTA, 2012; NGSS Lead States, 2013). If this is the mandate for teachers of science, what does this look like over time for teachers? The current study was a longitudinal study focused on tracking the development of four science teachers’ inquiry-based instructional practices over time. The key research question was How do beginning science teachers from a preservice teacher education program that focuses specifically on inquiry-based science instruction conceptualize teaching science as inquiry as they move through preservice education, induction, and in-service?

Four science teachers (one middle school and three high school) from the same preservice teacher education program were followed during their student teaching practicum and first four years as beginning science teachers. Findings from this study suggest that beginning science teachers’ abilities to teach inquiry-based science over time are situational. It is heavily rooted in their values, beliefs, and the contexts in which they teach. The findings also suggest that regardless of a science teacher’s attitudes, values and beliefs about science teaching, the context in which they teach is important and can positively or negatively impact their abilities and willingness to teach inquiry-based science.

Indexing (document details)
Advisor: Lederman, Judith
Commitee: Popovic, Gorjana, Hopkins, Joyce, Lederman, Norman
School: Illinois Institute of Technology
Department: Mathematics & Science Education
School Location: United States -- Illinois
Source: DAI-A 81/2(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Science education, Teacher education
Keywords: Inquiry, Inquiry-based instruction, In-service teachers, Instruction, Instructional practice, Preservice teachers
Publication Number: 13877491
ISBN: 9781085589918
Copyright © 2019 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy
ProQuest