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

Chung Hsien Tseng; Hsiao Lin Tuan; Chi Chin Chin

doi:10.1007/s11165-012-9292-3

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

Chung Hsien Tseng, Hsiao Lin Tuan, Chi Chin Chin

Graduate Institute of Science Education

Research output: Contribution to journal › Article › peer-review

19 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 language	English
Pages (from-to)	809-825
Number of pages	17
Journal	Research in Science Education
Volume	43
Issue number	2
DOIs	https://doi.org/10.1007/s11165-012-9292-3
Publication status	Published - 2013 Jan 1

All Science Journal Classification (ASJC) codes

Education

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