A Well-Started Beginning Elementary Teacher's Beliefs and Practices in Relation to Reform Recommendations about Inquiry-Based Science

Autor/in	Avraamidou, Lucy
Titel	A Well-Started Beginning Elementary Teacher's Beliefs and Practices in Relation to Reform Recommendations about Inquiry-Based Science
Quelle	In: Cultural Studies of Science Education, 12 (2017) 2, S.331-353 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Avraamidou, Lucy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-015-9700-x
Schlagwörter	Beginning Teachers; Elementary School Teachers; Teacher Attitudes; Beliefs; Educational Change; Scientific Attitudes; Active Learning; Inquiry; Science Education; Case Studies; Teaching Methods; Theory Practice Relationship; Data Collection; Personal Narratives; Interviews; Journal Writing; Lesson Plans; Classroom Observation Techniques + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Belief; Glaube; Bildungsreform; Aktives Lernen; Naturwissenschaftliche Bildung; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Theorie-Praxis-Beziehung; Data capture; Datensammlung; Erlebniserzählung; Interviewing; Interviewtechnik; Zeitschriftenaufsatz; Lesson planning; Unterrichtsplanung
Abstract	Given reform recommendations emphasizing scientific inquiry and empirical evidence pointing to the difficulties beginning teachers face in enacting inquiry-based science, this study explores a well-started beginning elementary teacher's (Sofia) beliefs about inquiry-based science and related instructional practices. In order to explore Sofia's beliefs and instructional practices, several kinds of data were collected in a period of 9 months: a self-portrait and an accompanying narrative, a personal philosophy assignment, three interviews, three journal entries, ten lesson plans, and ten videotaped classroom observations. The analysis of these data showed that Sofia's beliefs and instructional practices were reform-minded. She articulated contemporary beliefs about scientific inquiry and how children learn science and was able to translate these beliefs into practice. Central to Sofia's beliefs about science teaching were scientific inquiry and engaging students in investigations with authentic data, with a prevalent emphasis on the role of evidence in the construction of scientific claims. These findings are important to research aiming at supporting teachers, especially beginning ones, to embrace reform recommendations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01