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 language | English |
|---|---|
| Pages (from-to) | 809-825 |
| Number of pages | 17 |
| Journal | Research in Science Education |
| Volume | 43 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - 2013 Jan 1 |
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All Science Journal Classification (ASJC) codes
- Education
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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 journal › Article
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.
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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 -