ADVANCE Fellows Award:Implementing Inquiry Pedagogy in Elementary and Middle School Science Classrooms

University Of Pittsburgh, Pittsburgh PA

Investigators

Abstract

In the current climate of nationwide education reform, a strong movement is afoot to place inquiry at the center of science education. Nowhere is this more apparent than in the National Science Education Standards (National Research Council, 1996), which recommend that students be ieengaged in inquiryld that involves combining ioprocesses and scientific knowledge as they use scientific reasoning and critical thinking to develop their understanding of scienceln (p. 105). Clearly, if teachers are to promote meaningful learning as advocated by the Standards, some of their instructional practices will have to change, and such changes must be supported by strong, research-based professional development programs. The proposed study will document the ways in which specific professional development opportunities influence science teachers beliefs and knowledge and, consequently, their instructional practices. Several factors influence teachers instructional decisions, including their beliefs about the nature of science, their theories about teaching and learning, and their knowledge of scientific concepts. Through a series of week-long summer institutes, teams of elementary and middle school science teachers will gain understanding of the nature of scientific inquiry, the role of models in scientific inquiry, and various strategies for creating robust inquiry opportunities in diverse classrooms. Ongoing monthly meetings throughout the academic year will provide teacher teams with opportunities to discuss issues related to implementing inquiry pedagogy, share materials, and seek assistance with particular concerns. A variety of professional development interventions will be employed to help alter teachers beliefs and develop their knowledge about scientific inquiry and conceptual models. These interventions include: collaborative study of a theoretical framework describing scientific inquiry; eflective writing; ongoing collegial interactions; and quality curricular materials. The analytical method employed for the study will be that of the collective case study. One focus teacher from each teacher team will be the subject of a case study. Collectively, the case studies will be formulated to shed light on the processes that teachers undergo in their attempt to adopt inquiry pedagogy and the types of professional development and support that have positive influences on these processes. Qualitative data such as interview transcripts, field notes, and teacher journals will be examined using QSR NUD*IST, a theory-building qualitative analysis tool. It is undeniable that national and statewide reform initiatives, bolstered by renewed emphasis on standardized testing, are putting pressure on teachers to adopt inquiry-based instructional techniques. Unfortunately, utilizing inquiry-based curriculum materials and providing hands-on learning experiences in classrooms are not enough to enable students to ioengage in the same activities and thinking processes [italics added] as scientists who are seeking to expand human knowledge of the natural worldll (NRC, 2000, p. 1). To accomplish this tall task, teachers will need support in developing greater understanding about the nature of scientific inquiry and ways of implementing inquiry instruction into their classrooms. The proposed study will make an important contribution to our knowledge of how specific professional development opportunities enable teachers to adopt more inquiry-based practices.