How to Help Teachers Develop Inquiry Teaching: Perspectives from Experienced Science Teachers

Chung Hsien Tseng, Hsiao Lin Tuan, Chi Chin Chin

Research output: Contribution to journalArticle

17 Citations (Scopus)

Abstract

This study has two purposes: the first is to explore experienced science teachers' perspectives on inquiry teaching, and the second is to categorize these perspectives into patterns. Fifteen junior high school science teachers experienced at inquiry teaching were selected, and a semi-structured interview was conducted to collect the teachers' perspectives on inquiry and inquiry teaching. The findings indicate that these experienced science teachers hold multiple perspectives on inquiry and inquiry teaching. The two patterns generated from these teachers' perspectives of inquiry and inquiry teaching were systematic-based inquiry instruction and learning-based inquiry instructions. Suggestions for science teacher educators are discussed in this paper.

Original languageEnglish
Pages (from-to)809-825
Number of pages17
JournalResearch in Science Education
Volume43
Issue number2
DOIs
Publication statusPublished - 2013 Jan 1

Fingerprint

Teaching
teacher
science
instruction
educator
interview
school
learning

All Science Journal Classification (ASJC) codes

  • Education

Cite this

@article{a4383fbde5804ddcbdad7e939bc8024a,
title = "How to Help Teachers Develop Inquiry Teaching: Perspectives from Experienced Science Teachers",
abstract = "This study has two purposes: the first is to explore experienced science teachers' perspectives on inquiry teaching, and the second is to categorize these perspectives into patterns. Fifteen junior high school science teachers experienced at inquiry teaching were selected, and a semi-structured interview was conducted to collect the teachers' perspectives on inquiry and inquiry teaching. The findings indicate that these experienced science teachers hold multiple perspectives on inquiry and inquiry teaching. The two patterns generated from these teachers' perspectives of inquiry and inquiry teaching were systematic-based inquiry instruction and learning-based inquiry instructions. Suggestions for science teacher educators are discussed in this paper.",
author = "Tseng, {Chung Hsien} and Tuan, {Hsiao Lin} and Chin, {Chi Chin}",
year = "2013",
month = "1",
day = "1",
doi = "10.1007/s11165-012-9292-3",
language = "English",
volume = "43",
pages = "809--825",
journal = "Research in Science Education",
issn = "0157-244X",
publisher = "Springer Netherlands",
number = "2",

}

How to Help Teachers Develop Inquiry Teaching : Perspectives from Experienced Science Teachers. / Tseng, Chung Hsien; Tuan, Hsiao Lin; Chin, Chi Chin.

In: Research in Science Education, Vol. 43, No. 2, 01.01.2013, p. 809-825.

Research output: Contribution to journalArticle

TY - JOUR

T1 - How to Help Teachers Develop Inquiry Teaching

T2 - Perspectives from Experienced Science Teachers

AU - Tseng, Chung Hsien

AU - Tuan, Hsiao Lin

AU - Chin, Chi Chin

PY - 2013/1/1

Y1 - 2013/1/1

N2 - This study has two purposes: the first is to explore experienced science teachers' perspectives on inquiry teaching, and the second is to categorize these perspectives into patterns. Fifteen junior high school science teachers experienced at inquiry teaching were selected, and a semi-structured interview was conducted to collect the teachers' perspectives on inquiry and inquiry teaching. The findings indicate that these experienced science teachers hold multiple perspectives on inquiry and inquiry teaching. The two patterns generated from these teachers' perspectives of inquiry and inquiry teaching were systematic-based inquiry instruction and learning-based inquiry instructions. Suggestions for science teacher educators are discussed in this paper.

AB - This study has two purposes: the first is to explore experienced science teachers' perspectives on inquiry teaching, and the second is to categorize these perspectives into patterns. Fifteen junior high school science teachers experienced at inquiry teaching were selected, and a semi-structured interview was conducted to collect the teachers' perspectives on inquiry and inquiry teaching. The findings indicate that these experienced science teachers hold multiple perspectives on inquiry and inquiry teaching. The two patterns generated from these teachers' perspectives of inquiry and inquiry teaching were systematic-based inquiry instruction and learning-based inquiry instructions. Suggestions for science teacher educators are discussed in this paper.

UR - http://www.scopus.com/inward/record.url?scp=84875491855&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84875491855&partnerID=8YFLogxK

U2 - 10.1007/s11165-012-9292-3

DO - 10.1007/s11165-012-9292-3

M3 - Article

AN - SCOPUS:84875491855

VL - 43

SP - 809

EP - 825

JO - Research in Science Education

JF - Research in Science Education

SN - 0157-244X

IS - 2

ER -