Science teachers' orientation toward scientific inquiry-based teaching

Jungeun Yang, Aeran Choi

Research output: Contribution to journalArticlepeer-review

Abstract

The purpose of this study is to investigate science teachers' orientation toward scientific inquiry-based teaching. In this study, five middle school science teachers formed and participated in a teacher learning community for scientific inquiry-based instruction during one year. Data collection consisted of pre and post questionnaire and interviews, audio-recordings of teachers' collaborative lesson planning and reflection on teaching practice, and field notes of participant teachers' teaching practice and follow-up interviews. Data analysis indicated that there were four orientations toward scientific inquiry-based teaching. They were knowledge and beliefs about 'goals of scientific inquiry-based teaching', 'scientific inquiry-based teaching and learning', 'argumentation-based teaching and learning', and 'nature of science and science inquiry'. Teachers' collaboration in a teacher learning community would be effective in facilitating teachers' orientation to scientific inquiry-based teaching.

Original languageEnglish
Pages (from-to)210-224
Number of pages15
JournalJournal of the Korean Chemical Society
Volume64
Issue number4
DOIs
StatePublished - 2020

Keywords

  • Inquiry-based science instruction
  • Professional learning community
  • Science teaching orientation

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