Beginning Secondary Science Teachers' Conceptualization and Enactment of Inquiry-Based Instruction

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dc.contributor.authorOzel, Murat
dc.contributor.authorLuft, Julie A.
dc.date.accessioned2024-11-07T13:34:08Z
dc.date.available2024-11-07T13:34:08Z
dc.date.issued2013
dc.departmentNiğde Ömer Halisdemir Üniversitesi
dc.description.abstractThis study investigates the conceptions and use of inquiry during classroom instruction among beginning secondary science teachers. The 44 participants were beginning secondary science teachers in their first year of teaching. In order to capture the participants' conceptions of inquiry, the teachers were interviewed and observed during the school year. The interviews consisted of questions about inquiry instruction, while the observations documented the teachers' use of inquiry. All of the interviews were transcribed or coded in order to understand the conceptions of inquiry held by the teachers, and all of the observations were analyzed in order to determine the presence of inquiry during the lesson. The standard for assessing inquiry came from the National Science Education Standards. A quantitative analysis of the data indicated that the teachers frequently talked about implementing scientific questions and giving priority to evidence. This study found a consistency between the way new teachers talked about inquiry and the way they practiced it in their classrooms. Overall, our observations and interviews revealed that the beginning secondary science teachers tended to enact teacher-centered forms of inquiry, and could benefit from induction programs focused on inquiry instruction.
dc.description.sponsorshipDivision Of Research On Learning; Direct For Education and Human Resources [1247096] Funding Source: National Science Foundation
dc.identifier.doi10.1111/ssm.12030
dc.identifier.endpage316
dc.identifier.issn0036-6803
dc.identifier.issn1949-8594
dc.identifier.issue6
dc.identifier.scopus2-s2.0-84966456803
dc.identifier.scopusqualityQ1
dc.identifier.startpage308
dc.identifier.urihttps://doi.org/10.1111/ssm.12030
dc.identifier.urihttps://hdl.handle.net/11480/15819
dc.identifier.volume113
dc.identifier.wosWOS:000218147900006
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherWiley
dc.relation.ispartofSchool Science and Mathematics
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_20241106
dc.titleBeginning Secondary Science Teachers' Conceptualization and Enactment of Inquiry-Based Instruction
dc.typeArticle

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