Assessing Dimensions of Inquiry Practice by Middle School Science Teachers Engaged in a Professional Development Program

• DOI: 10.1007/s10972-014-9412-1
• Publication Date: 2015-01-13T06:53:35Z
• Authors: Joni M. Lakin; Carolyn S. Wallace
• Keywords: 4. Education; 05 social sciences; 0503 education

Inquiry-based teaching promotes students’ engagement in problem-solving and investigation as they learn science concepts. Current practice teacher education the use of inquiry science. However, literature suggests that many teachers hold incomplete or incorrect conceptions inquiry. Teachers, therefore, may believe are providing more experiences than are, reducing positive impact on interest skills. Given prominence professional development experiences, educational evaluators need strong tools to detect intended classroom. The current study focuses validity assessments developed for evaluating teachers’ strategies classroom orientations. We explored relationships between self-reported strategy use, preferences inquiry, knowledge practices, related pedagogical content knowledge. Finally, we contrasted reports levels inquiry-based Self-reports especially one specific 5E instructional model, were useful, but should be interpreted with caution. Teachers tended self-report higher their students perceived. Further, there no significant correlations either practices PCK use.