Barriers Inhibiting Inquiry-Based Science Teaching and Potential Solutions: Perceptions of Positively Inclined Early Adopters

Autor/inn/en	Fitzgerald, Michael; Danaia, Lena; McKinnon, David H.
Titel	Barriers Inhibiting Inquiry-Based Science Teaching and Potential Solutions: Perceptions of Positively Inclined Early Adopters
Quelle	In: Research in Science Education, 49 (2019) 2, S.543-566 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fitzgerald, Michael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-017-9623-5
Schlagwörter	Barriers; Inquiry; Active Learning; Science Instruction; Secondary School Science; Astronomy; High School Students; Time Management; Faculty Development; Teacher Attitudes; High School Teachers; Educational Change; Curriculum Implementation; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Aktives Lernen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Astronomie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Zeitmanagement; Lehrerverhalten; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Bildungsreform; Ausland; Australien
Abstract	In recent years, calls for the adoption of inquiry-based pedagogies in the science classroom have formed a part of the recommendations for large-scale high school science reforms. However, these pedagogies have been problematic to implement at scale. This research explores the perceptions of 34 positively inclined early-adopter teachers in relation to their implementation of inquiry-based pedagogies. The teachers were part of a large-scale Australian high school intervention project based around astronomy. In a series of semi-structured interviews, the teachers identified a number of common barriers that prevented them from implementing inquiry-based approaches. The most important barriers identified include the extreme time restrictions on all scales, the poverty of their common professional development experiences, their lack of good models and definitions for what inquiry-based teaching actually is, and the lack of good resources enabling the capacity for change. Implications for expectations of teachers and their professional learning during educational reform and curriculum change are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01