Science Teacher Attitudes Toward Inquiry-Based Teaching and Learning

Abstract

The purpose of this study was to determine teachers’ attitudes, values, and beliefs about inquiry. The participants of this study were 275 middle grade and secondary science teachers from four districts in North Carolina. Issues such as class size, accountability, curricular demands, and administrative support are perceived as constraints, impeding the use of inquiry. These are the issues that must be effectively dealt with in the professional education and professional development of all science teachers.

Keywords:

• science
• teaching
• inquiry
• attitudes
• perceptions

Appendix A: Inquiry: Science Teacher Survey

Please answer the following items openly and honestly on the scan-tron sheet provided. Your responses will remain anonymous.

Background Information

1. What is your gender?

(A) Male (B) Female

2. How many years of science teaching experience do you have?

(A) 0–5 (B) 6–10 (C) 11–15 (D) 16–more

3. Which grade are you currently teaching? (If you are teaching more than one grade level, specify the grade level of the majority of your classes). If you teach at the middle grades level, skip to question #8. If you teach at the secondary level, please answer questions #4–7 below.

(A) Grade 6 (B) Grade 7 (C) Grade 8 (D) Grades 9–10 (E) Grades 11–12

4. Do you teach an Earth Science course?

(A) Yes (B) No

5. Do you teach a Biology course?

(A) Yes (B) No

6. Do you teach a Chemistry course?

(A) Yes (B) No

7. Do you teach a Physics course?

(A) Yes (B) No

8. What is the average enrollment of your science classes?

(A) 1–15 (B) 16–20 (C) 21–25 (D) 26–30 (E) more than 30

9. Was teaching by inquiry covered in any of your professional education courses?

(A) Covered only in Bachelor's course work

(B) Covered only in Master's course work

(C) Covered in both Bachelor's and Master's course work

(D) Inquiry was not covered in any of my education classes

10. Have you ever attended a professional development workshop or institute that covered teaching by inquiry?

(A) No

(B) Yes, I have attended one professional development workshop or institute that discussed inquiry

(C) Yes, I have attended two or more professional development workshops or institutes that discussed inquiry

11. How often do you use inquiry when teaching your science courses?

(A) Never

(B) Rarely

(C) Sometimes

(D) Often

I. Please use the scale below to respond to the following statements about Inquiry

A = Strongly Disagree B = Disagree C = Agree D = Strongly Agree

Table

II. Please indicate how important each of the following is to you as a science teacher.

A = Not Very Important B = Somewhat Important C = Important D = Very Important

Table

III. Many educators believe that science should be taught by inquiry. However, teachers may have concerns about using this method. Below is a list of “concerns” expressed by science teachers. To what degree do each of the following concern you with respect to teaching by inquiry?

A = Not Much of a Concern B = Somewhat of a Concern C = A Concern D = A Major Concern

Table

Appendix B: Inquiry

Inquiry is a set of interrelated processes by which scientists and students pose questions about the natural world and investigate phenomena. In doing so, students acquire knowledge and develop a rich understanding of concepts, principles, models, and theories. The process of inquiry is not a uniform series of predetermined steps. Instead, students follow innumerable paths in seeking new knowledge about natural and human-made phenomena. Nevertheless, certain patterns in the methods of successful scientists are evident in the students during inquiry. For example, in their capacity to recognize problems, ask relevant questions, formulate working hypotheses, figure out the best way to observe phenomena, handle data with accuracy, reach tentative conclusions consistent with what is known, and express themselves clearly about the significance of findings.

• Chiappetta, E. L., T. R. Koballa, and A. T. Collette. 1998. Science instruction in the middle and secondary schools, 4th ed. Upper Saddle River, NJ: Prentice Hall.

• National Professional Board for Teaching Standards. 1998. Science standards. Southfield, MI: National Professional Board for Teaching Standards.

• Trowbridge, L. W., B. W. Bybee, and J. C. Powell. 2000. Teaching secondary school science. Upper Saddle River, NJ: Merrill.

Appendix C: Demographics

Sample population (N = 275)

Table