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

Chung Hsien Tseng, Hsiao Lin Tuan, Chi Chin Chin

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17 Citations (Scopus)


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
Issue number2
Publication statusPublished - 2013 Jan 1


All Science Journal Classification (ASJC) codes

  • Education

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