1:15pm – 2:45pm, Room 301
Presider: Fouad Abd-El-Khalick, University of Illinois at Urbana-Champaign
Dichotomous Inquiry Practices: Characterizing Teaching Practice based on Essential Features of Inquiry Brian R. Pinney, University of Iowa, [email protected]
ChingMei Tseng, University of Iowa Jee Kyung Suh, University of Iowa Cory T. Forbes, University of Iowa Mandy Biggers, University of Iowa Laura Zangori, University of Iowa
ABSTRACT: This research project focuses on how teachers visualize and utilize the essential features of inquiry in their teaching practice with a focus on alternative explanations (NRC, 2000). Our data set included three
elementary teachers with 2, 10, and 20 years teaching experience. In this study, the teachers were each using a kit- based science curriculum. Two general approaches to the essential features were conceptualized prior to data analysis; one that values and seeks alternative explanations and one that sees them as competing with the science explanation. Pattern matching was then used to characterize the teachers (Yin, 2009). Ultimately, even though different approaches were seen, all three cases resulted in similar discourse patterns that are inconsistent with effective student discourse (Erduran & Dagher, 2007; Kuhn, Kenyon & Reiser, 2006). The examined cases were expected to be typical of science teaching and retained a sense of traditional science instruction. Implications of this research suggest knowledge of inquiry categories was insufficient to enact effective utilization of those categories in an inquiry setting.
Characteristics of Scientifically-oriented Questions and the Nature of Inquiry in Elementary Classrooms: A Multiple- case Study
Claudia P. Aguirre-Mendez, The University of Iowa, [email protected] Nattida Promyod, University of Iowa
Cory T. Forbes, University of Iowa Mandy Biggers, University of Iowa Laura Zangori, University of Iowa
ABSTRACT: The five essential features of inquiry (NRC, 2000) describe key aspects of inquiry-based classrooms. This study is conducted as a part of multi-year professional development project for elementary science to specifically focus on the first of the five essential features of inquiry: engaging students in scientifically-oriented questions. To investigate the characteristics of teachers’ scientific questions, we conducted a multiple case study with three in-service elementary teachers to illustrate how and what kind of questions they use with their students in the science classroom, as well as characterize their reasoning for engaging students in particular questioning practices. Data were analyzed by using constant comparative method as well as reliance on theoretical
propositions. The data analysis revealed that the teachers articulated an understanding about the importance of questions in the process of inquiry. Even though each teacher’s experience with inquiry-based pedagogy varied, they all emphasized the importance of questions to promote higher order thinking skills and student sense-making about science. Our findings suggest that teachers’ ideas and orientations about the nature and use of scientifically- oriented questions are reflected in their classroom practice and characteristics of the learning environments they foster.
Cultural Themes as the Center of Inquiry Science Curricula in American Indian Head Start Classrooms Mia Dubosarsky, University of Minnesota, [email protected]
Gillian Roehrig, University of Minnesota Stephan Carlson, University of Minnesota Jennifer Jones, University of Minnesota Barb Murphy, University of Minnesota Linda Frost, University of Minnesota
ABSTRACT: Science education contributes to the development of critical thinking and problem solving skills. Extensive research has shown that acquiring skills and experiences during the first years of life provides a foundation for future learning and development. Unfortunately, science is often missing from early childhood classrooms. The problem is even greater in minority populations, and especially American Indian populations. One of the reasons is the disparity between the culture of schooling – and school science - and the home culture of the students. Culturally based science education is recommended by the National Association for Education of Young Children as well as by numerous science educators and researchers. This approach advocates for customizing science teaching to students’ cultural background, and was found to increase students’ accessibility and engagement with science. This presentation introduces a model for designing culturally based science units for early childhood classrooms, and two sample units. The model was developed as part of Ah neen dush, a professional development program for Head Start teachers on an American Indian reservation. Program’s data shows that focusing on cultural, familiar themes helped engage both teachers and children, and led to a long lasting learning of the concepts introduced during the units.
The Impact of Equitable and Inquiry-based Science Teaching on American Indian Students' Test Scores Bruna Irene Grimberg, [email protected]
Edith Gummer Judith Devine
ABSTRACT: This study analyses the relationship between science instructional practices and science performance for students in K-8 classrooms near or on American Indian reservations in Montana. The study employed a quasi experimental pre/post design and multiple regression analysis to examine the relationship between student- centered, equity-focused and inquiry-based instruction on students’ science tests scores gains. Data sources included treatment and comparison group teachers’ classroom observational data, survey data on enacted curriculum and practices, and students’ scores on science tests administered before and after year-long science instruction. Results of the analyses indicate that the interactions among teaching practice variables differ for control and treatment teachers. Teachers’ perception of their ability to implement an equity-focused instruction correlates with their perception of the accuracy and appropriateness of science content presented in the
classroom for treatment teachers, but not for control teachers. The predictive models that explain the treatment and control students’ scores variability include different variables. The results obtained from this study contribute
to the characterization of the interactions among instructional strategies adopted by teachers that integrate culturally responsive approaches to their science teaching, and assist in identifying science instructional practices that are conducive to gains in science test scores for American Indian students.
Strand 4: Science Teaching--Middle and High School (Grades 5-12): Characteristics and Strategies