College Science Teachers' Views of Classroom Inquiry

Autor/inn/en	Brown, Patrick L.; Abell, Sandra K.; Demir, Abdulkadir; Schmidt, Francis J.
Titel	College Science Teachers' Views of Classroom Inquiry
Quelle	In: Science Education, 90 (2006) 5, S.784-802 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.20151
Schlagwörter	Teaching Methods; Science Activities; Science Laboratories; College Science; Science Teachers; Physical Sciences; College Faculty; Teacher Attitudes; Inquiry; Laboratory Experiments; Science Experiments; Community Colleges; Liberal Arts; Private Colleges; Public Colleges; Research Universities; Interviews + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Natural sciences; Naturwissenschaften; Naturwissenschaft; Fakultät; Lehrerverhalten; Laboratory work; Laborarbeit; Community college; Community College; Privathochschule; Forschungseinrichtung; Interviewing; Interviewtechnik
Abstract	The purposes of this study were to (a) gain an understanding of the views of inquiry held by faculty members involved in undergraduate science teaching and (b) describe the challenges, constraints, and opportunities that they perceived in designing and teaching inquiry-based laboratories. Participants included 19 college professors, representing both life and physical science disciplines, from (a) 2-year community college, (b) small, private nonprofit liberal arts college, (c) public master's granting university, and (d) public doctoral/research extensive university. We collected data through semistructured interviews and applied an iterative data analysis process. College science faculty members held a "full and open inquiry" view, seeing classroom inquiry as time consuming, unstructured, and student directed. They believed that inquiry was more appropriate for upper level science majors than for introductory or nonscience majors. Although faculty members valued inquiry, they perceived limitations of time, class size, student motivation, and student ability. These limitations, coupled with their view of inquiry, constrained them from implementing inquiry-based laboratories. Our proposed inquiry continuum represents a broader view of inquiry that recognizes the interaction between two dimensions of inquiry: (a) the degree of inquiry and (b) the level of student directedness, and provides for a range of inquiry-based classroom activities. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10