‘So basically I have to speak less and give students some freedom’: how committing to a value influences a teacher’s enactment of an inquiry-based science unit

References

• Abd-El-Khalick, F., BouJaoude, S., Duschl, R., Lederman, N. G., Mamlok-Naaman, R., Hofstein, A., Niaz, M., Treagust, D., & Tuan, H. (2004). Inquiry in science education: International perspectives. Science Education, 88(3), 397–419. https://doi.org/10.1002/sce.10118
   Web of Science ®Google Scholar
• Arias, A. M., Davis, E. A., Marino, J.-C., Kademian, S. M., & Palincsar, A. S. (2016). Teachers’ use of educative curriculum materials to engage students in science practices. International Journal of Science Education, 38(9), 1504–1526. https://doi.org/10.1080/09500693.2016.1198059
   Web of Science ®Google Scholar
• Ball, D. L. (2001). Teaching, with respect to mathematics and students. In T. Wood, B. S. Nelson, & J. Warfield (Eds.), Beyond classical pedagogy: Teaching elementary school mathematics (pp. 11–22). Routledge.
   Google Scholar
• Batra, P. (2006). Building on the national curriculum framework to enable the agency of teachers. Contemporary Education Dialogue, 4(1), 88–118. https://doi.org/10.1177/0973184913411133
   Google Scholar
• Bevins, S., & Price, G. (2016). Reconceptualising inquiry in science education. International Journal of Science Education, 38(1), 17–29. https://doi.org/10.1080/09500693.2015.1124300
   Web of Science ®Google Scholar
• Biesta, G., Priestley, M., & Robinson, S. (2015). The role of beliefs in teacher agency. Teachers and Teaching, 21(6), 624–640. https://doi.org/10.1080/13540602.2015.1044325
   Web of Science ®Google Scholar
• Biesta, G., Priestley, M., & Robinson, S. (2017). Talking about education: Exploring the significance of teachers’ talk for teacher agency. Journal of Curriculum Studies, 49(1), 38–54. https://doi.org/10.1080/00220272.2016.1205143
   Web of Science ®Google Scholar
• Blanchard, M. R., Southerland, S. A., Osborne, J. W., Sampson, V. D., Annetta, L. A., & Granger, E. M. (2010). Is inquiry possible in light of accountability?: A quantitative comparison of the relative effectiveness of guided inquiry and verification laboratory instruction. Science Education, 94(4), 577–616. https://doi.org/10.1002/sce.20390
   Web of Science ®Google Scholar
• Brinkmann, S. (2015). Learner-centred education reforms in India: The missing piece of teachers’ beliefs. Policy Futures in Education, 13(3), 342–359. https://doi.org/10.1177/1478210315569038
   Web of Science ®Google Scholar
• Bryan, L. A. (2003). Nestedness of beliefs: Examining a prospective elementary teacher’s belief system about science teaching and learning. Journal of Research in Science Teaching, 40(9), 835–868. https://doi.org/10.1002/tea.10113
   Web of Science ®Google Scholar
• Charalambous, C. Y., & Hill, H. C. (2012). Teacher knowledge, curriculum materials, and quality of instruction: Unpacking a complex relationship. Journal of Curriculum Studies, 44(4), 443–466. https://doi.org/10.1080/00220272.2011.650215
   Web of Science ®Google Scholar
• Choi, S., & Ramsey, J. (2009). Constructing elementary teachers’ beliefs, attitudes, and practical knowledge through an inquiry-based elementary science course. School Science and Mathematics, 109(6), 313–324. https://doi.org/10.1111/j.1949-8594.2009.tb18101.x
   Google Scholar
• Choppin, J. (2011). Learned adaptations: Teachers’ understanding and use of curriculum resources. Journal of Mathematics Teacher Education, 14(5), 331–353. https://doi.org/10.1007/s10857-011-9170-3
   Google Scholar
• Clarke, P. (2003). Culture and classroom reform: The case of the district primary education project, India. Comparative Education, 39(1), 27–44. https://doi.org/10.1080/03050060302562
   Web of Science ®Google Scholar
• Correia, C. F., & Harrison, C. (2020). Teachers’ beliefs about inquiry-based learning and its impact on formative assessment practice. Research in Science & Technological Education, 38(3), 355–376. https://doi.org/10.1080/02635143.2019.1634040
   Web of Science ®Google Scholar
• Crawford, B. A. (2007). Learning to teach science as inquiry in the rough and tumble of practice. Journal of Research in Science Teaching, 44(4), 613–642. https://doi.org/10.1002/tea.20157
   Web of Science ®Google Scholar
• Crawford, B. A. (2014). From inquiry to scientific practices in the science classroom. In N. G. Lederman, & S. K. Abell (Eds.), Handbook of research on science education: Vol. II. Routledge Handbooks Online. https://doi.org/10.4324/9780203097267.ch26
   Google Scholar
• Davis, E. A., Janssen, F. J. J. M., & Van Driel, J. H. (2016). Teachers and science curriculum materials: Where we are and where we need to go. Studies in Science Education, 52(2), 127–160. https://doi.org/10.1080/03057267.2016.1161701
   Web of Science ®Google Scholar
• de Jong, O., & van der Valk, A. E. (2007). Science teachers’ PCK and teaching practice: Learning to scaffold students’ open-inquiry learning. In R. Pintó, & D. Couso (Eds.), Contributions from science education research (pp. 107–118). Springer Netherlands. https://doi.org/10.1007/978-1-4020-5032-9_8
   Google Scholar
• Dyer, C., Choksi, A., Awasty, V., Iyer, U., Moyade, R., Nigam, N., Purohit, N., Shah, S., & Sheth, S. (2004). Knowledge for teacher development in India: The importance of ‘local knowledge’ for in-service education. International Journal of Educational Development, 24(1), 39–52. https://doi.org/10.1016/j.ijedudev.2003.09.003
   Web of Science ®Google Scholar
• Erduran, S., & Msimanga, A. (2014). Science curriculum reform in South Africa: Lessons for professional development from research on argumentation in science education. Education as Change, 18(sup1), S33–S46. https://doi.org/10.1080/16823206.2014.882266
   Web of Science ®Google Scholar
• Falk, H., Brill, G., & Yarden, A. (2008). Teaching a biotechnology curriculum based on adapted primary literature. International Journal of Science Education, 30(14), 1841–1866. https://doi.org/10.1080/09500690701579553
   Web of Science ®Google Scholar
• Granger, E. M., Bevis, T. H., Southerland, S. A., Saka, Y., & Ke, F. (2019). Examining features of how professional development and enactment of educative curricula influences elementary science teacher learning. Journal of Research in Science Teaching, 56(3), 348–370. https://doi.org/10.1002/tea.21480
   Web of Science ®Google Scholar
• Harrison, C., Constantinou, C. P., Correia, C. F., Grangeat, M., Hähkiöniemi, M., Livitzis, M., Nieminen, P., Papadouris, N., Rached, E., Serret, N., Tiberghien, A., & Viiri, J. (2018). Assessment on-the-fly: Promoting and collecting evidence of learning through dialogue. In J. Dolin, & R. Evans (Eds.), Transforming assessment: Through an interplay between practice, research and policy (pp. 83–107). Springer International Publishing. https://doi.org/10.1007/978-3-319-63248-3_4
   Google Scholar
• Kim, M., Tan, A. L., & Talaue, F. T. (2013). New vision and challenges in inquiry-based curriculum change in Singapore. International Journal of Science Education, 35(2), 289–311. https://doi.org/10.1080/09500693.2011.636844
   Web of Science ®Google Scholar
• Kim, Y., Chu, H.-E., & Lim, G. (2015). Science curriculum changes and STEM education in East Asia. In M. S. Khine (Ed.), Science education in East Asia: Pedagogical innovations and research-informed practices (pp. 149–226). Springer International Publishing. https://doi.org/10.1007/978-3-319-16390-1_7
   Google Scholar
• Krasny, M. E. (2020). Values, beliefs, and attitudes. In Advancing environmental education practice (pp. 101–116). Cornell University Press. https://www.jstor.org/stable/10.7591j.ctv310vjmw.12
   Google Scholar
• Kumar, K. (1988). Origins of India’s ‘textbook culture’. Comparative Education Review, 32(4), 452–464. https://doi.org/10.1086/446796
   Web of Science ®Google Scholar
• Kumar, K. (2005). Political agenda of education: A study of colonialist and nationalist ideas (3rd ed., pp. 73–94). SAGE Publications India.
   Google Scholar
• Kumar, R. S., & Subramaniam, K. (2013, January 7–11). Elementary teachers’ beliefs and practices for teaching of mathematics. Proceedings of EpiSTEME 5: International conference to review research on science, technology and mathematics education (pp. 247–254).
   Google Scholar
• Kumar, R. S., & Subramaniam, K. (2015). From “following” to going beyond the textbook: Inservice Indian mathematics teachers’ professional development for teaching integers. Australian Journal of Teacher Education, 40(12). https://doi.org/10.14221/ajte.2015v40n12.7
   Google Scholar
• Lampert, M. (1985). How do teachers manage to teach? Perspectives on problems in practice. Harvard Educational Review, 55(2), 178–195. https://doi.org/10.17763/haer.55.2.56142234616x4352
   Web of Science ®Google Scholar
• Levin, T., & Wadmany, R. (2006). Teachers’ beliefs and practices in technology-based classrooms. Journal of Research on Technology in Education, 39(2), 157–181. https://doi.org/10.1080/15391523.2006.10782478
   Google Scholar
• Li, H., & Du, X. (2015). Teachers’ perspective of their role and student autonomy in the PBL context in China. International Journal of Learning, Teaching and Educational Research, 10(2), Article 2. http://www.ijlter.org/index.php/ijlter/article/view/259
   Google Scholar
• Loper, S., McNeill, K. L., González-Howard, M., Marco-Bujosa, L. M., & O’Dwyer, L. M. (2019). The impact of multimedia educative curriculum materials (MECMs) on teachers’ beliefs about scientific argumentation. Technology, Pedagogy and Education, 28(2), 173–190. https://doi.org/10.1080/1475939X.2019.1583121
   Web of Science ®Google Scholar
• Marco-Bujosa, L. M., McNeill, K. L., González-Howard, M., & Loper, S. (2017). An exploration of teacher learning from an educative reform-oriented science curriculum: Case studies of teacher curriculum use. Journal of Research in Science Teaching, 54(2), 141–168. https://doi.org/10.1002/tea.21340
   Web of Science ®Google Scholar
• Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE Publications, Inc.
   Google Scholar
• Molla, T., & Nolan, A. (2020). Teacher agency and professional practice. Teachers and Teaching, 26(1), 67–87. https://doi.org/10.1080/13540602.2020.1740196
   Web of Science ®Google Scholar
• Nargund-Joshi, V., Rogers, M. A. P., & Akerson, V. L. (2011). Exploring Indian secondary teachers’ orientations and practice for teaching science in an era of reform. Journal of Research in Science Teaching, 48(6), 624–647. https://doi.org/10.1002/tea.20429
   Web of Science ®Google Scholar
• National Focus Group on Teaching of Science. (2006). Position Paper: National Focus Group on Teaching of Science (National Curriculum Framework 2005 - National Focus Group Position Papers, p. 48) [Position Paper]. National Council of Educational Research and Training. http://www.ncert.nic.in/new_ncert/ncert/rightside/links/pdf/focus_group/science.pdf
   Google Scholar
• National Steering Committee. (2005). National curriculum framework 2005. National Council of Educational Research and Training. https://ncert.nic.in/pdf/nc-framework/nf2005-english.pdf
   Google Scholar
• Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332. doi:10.3102/00346543062003307
   Web of Science ®Google Scholar
• Panjwani, N. (2015). Teachers’ views on inquiry-based learning in science—A case study from an international school [Master’s Thesis, Norwegian University of Science and Technology]. NTNU Open. https://ntnuopen.ntnu.no/ntnu-xmlui/handle/11250/2352081
   Google Scholar
• Pintó, R. (2005). Introducing curriculum innovations in science: Identifying teachers’ transformations and the design of related teacher education. Science Education, 89(1), 1–12. https://doi.org/10.1002/sce.20039
   Web of Science ®Google Scholar
• Remillard, J. T. (2005). Examining key concepts in research on teachers’ use of mathematics curricula. Review of Educational Research, 75(2), 211–246. https://doi.org/10.3102/00346543075002211
   Web of Science ®Google Scholar
• Roehrig, G. H., & Kruse, R. A. (2005). The role of teachers’ beliefs and knowledge in the adoption of a reform-based curriculum. School Science and Mathematics, 105(8), 412–422. https://doi.org/10.1111/j.1949-8594.2005.tb18061.x
   Google Scholar
• Roehrig, G. H., Kruse, R. A., & Kern, A. (2007). Teacher and school characteristics and their influence on curriculum implementation. Journal of Research in Science Teaching, 44(7), 883–907. https://doi.org/10.1002/tea.20180
   Web of Science ®Google Scholar
• Rokeach, M. (1973). The nature of human values. The Free Press, A Division of Macmillan Publishing Co., Inc. http://archive.org/details/natureofhumanval00roke
   Google Scholar
• Schneider, R. M. (2013). Opportunities for teacher learning during enactment of inquiry science curriculum materials: Exploring the potential for teacher educative materials. Journal of Science Teacher Education, 24(2), 323–346. https://doi.org/10.1007/s10972-012-9309-9
   Google Scholar
• Schwartz, S. H. (2012). An overview of the Schwartz theory of basic values. Online Readings in Psychology and Culture, 2(1). https://doi.org/10.9707/2307-0919.1116
   Google Scholar
• Seah, W. T. (2008). Valuing values in mathematics education. In P. Clarkson, & N. Presmeg (Eds.), Critical issues in mathematics education (pp. 239–253). Springer US. https://doi.org/10.1007/978-0-387-09673-5_17
   Google Scholar
• Seah, W. T., Atweh, B., Clarkson, P. C., & Ellerton, N. (2008). Sociocultural perspectives in mathematics teaching and learning. In H. Forgasz, A. Barkatsas, A. J. Bishop, B. Clarke, S. Keast, W. T. Seah, & P. Sullivan (Eds.), Research in mathematics education in Australasia 2004—2007 (pp. 223–253). Sense Publishers.
   Google Scholar
• Sherin, M. G., & Drake, C. (2009). Curriculum strategy framework: Investigating patterns in teachers’ use of a reform-based elementary mathematics curriculum. Journal of Curriculum Studies, 41(4), 467–500. https://doi.org/10.1080/00220270802696115
   Web of Science ®Google Scholar
• Simon, S., & Connolly, J. (2020). What do science teachers value? How Can values change during professional learning? In D. Corrigan, C. Buntting, A. Fitzgerald, & A. Jones (Eds.), Values in science education: The shifting sands (pp. 121–137). Springer International Publishing. https://doi.org/10.1007/978-3-030-42172-4_8
   Google Scholar
• Sriprakash, A. (2011). Being a teacher in contexts of change: Education reform and the repositioning of teachers’ work in India. Contemporary Education Dialogue, 8(1), 5–31. https://doi.org/10.1177/097318491000800102
   Google Scholar
• Stantiall, S. E., Dale, K. J., Calizo, F. S., & Serventi, L. (2018). Application of pulses cooking water as functional ingredients: The foaming and gelling abilities. European Food Research and Technology, 244(1), 97–104. https://doi.org/10.1007/s00217-017-2943-x
   Web of Science ®Google Scholar
• Stolte, J. F., & Fender, S. (2007). Framing social values: An experimental study of culture and cognition. Social Psychology Quarterly, 70(1), 59–69. https://doi.org/10.1177/019027250707000107
   Web of Science ®Google Scholar
• Tobin, K., Tippins, D. J., & Hook, K. (1994). Referents for changing a science curriculum: A case study of one teacher’s change in beliefs. Science and Education, 3(3), 245–264. https://doi.org/10.1007/BF00540156
   Google Scholar
• Tsirogianni, S., & Gaskell, G. (2011). The role of plurality and context in social values. Journal for the Theory of Social Behaviour, 41(4), 441–465. https://doi.org/10.1111/j.1468-5914.2011.00470.x
   Web of Science ®Google Scholar
• Vorholzer, A., & von Aufschnaiter, C. (2019). Guidance in inquiry-based instruction – an attempt to disentangle a manifold construct. International Journal of Science Education, 41(11), 1562–1577. https://doi.org/10.1080/09500693.2019.1616124
   Web of Science ®Google Scholar
• Vos, M. A. J., Taconis, R., Jochems, W. M. G., & Pilot, A. (2011). Classroom implementation of context-based chemistry education by teachers: The relation between experiences of teachers and the design of materials. International Journal of Science Education, 33(10), 1407–1432. https://doi.org/10.1080/09500693.2010.511659
   Web of Science ®Google Scholar
• Wallace, C. S., & Kang, N.-H. (2004). An investigation of experienced secondary science teachers’ beliefs about inquiry: An examination of competing belief sets. Journal of Research in Science Teaching, 41(9), 936–960. https://doi.org/10.1002/tea.20032
   Web of Science ®Google Scholar
• Wallace, C. S., & Priestley, M. (2011). Teacher beliefs and the mediation of curriculum innovation in Scotland: A socio-cultural perspective on professional development and change. Journal of Curriculum Studies, 43(3), 357–381. https://doi.org/10.1080/00220272.2011.563447
   Web of Science ®Google Scholar
• Wenning, C. J. (2005). Levels of inquiry: Hierarchies of pedagogical practices and inquiry processes. Journal of Physics Teacher Education Online, 2(3), 3–11. https://www2.phy.ilstu.edu/~cjwennin/jpteo/issues/feb2005.html
   Google Scholar
• Zangori, L., Forbes, C. T., & Biggers, M. (2013). Fostering student sense making in elementary science learning environments: Elementary teachers’ use of science curriculum materials to promote explanation construction. Journal of Research in Science Teaching, 50(8), 989–1017. https://doi.org/10.1002/tea.21104
   Web of Science ®Google Scholar