1. Elementary Teachers' Experiences with Professional Development in Inquiry-Based Science Education
- Author
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Nancy E. Herb
- Abstract
Scholars continue to propose that students develop scientific literacy and 21st century competencies through student-centered reform-based science instruction with the teacher as the main facilitator of learning (Maeng et al., 2018). The National Science Teaching Association (2018) called for high-quality science instruction that builds on children's natural intrinsic motivation to observe and explore their surroundings, beginning in the elementary grades. Based on the recommendations from leaders in the science education community, inquiry-based learning emerged as a promising instructional strategy for achieving change in science education. Despite inconsistent definitions of inquiry learning, scholars agree that students should engage in the observation of natural phenomena, explore authentic problems, engage in critical thinking skills, collaborate and discuss with peers, and make evidence-based conclusions (NRC, 2000; NSTA, 2018). If teachers have the most impact on student learning, there is a need to understand why elementary teachers do not consistently implement high-quality science instruction in their classrooms despite clear recommendations for the use of inquiry-based science practices. This qualitative case study aimed to understand the experiences of five elementary teachers who participated in a three-year inquiry science professional development program and their perception of its impact on their instructional practices and any barriers to consistent and effective implementation. The study included two semi-structured, individual interviews with each participant with follow-up clarifying questions sent via email. Additionally, artifacts that participants brought to the second interview and relevant curricular documents were reviewed. Several key findings emerged from the data: (1) The district established a vision for STEM and science education in grades K-12 that prompted excitement for teachers but the inconsistent opportunities for collaboration and coaching impacted their perceived ability to implement science units effectively; (2) Teachers were committed to some core components of inquiry-based science learning. Their beliefs were influenced by prior learning, training, and perceptions of the value of the professional development; (3) Teachers observed the positive impact of inquiry-based science learning on students although their perceptions of how much the professional development program impacted their practices varied based on their experiences; (4) Teachers identified the district's failure to prioritize science instruction in the elementary classrooms as creating barriers to full implementation of inquiry science practices. Recommendations included professional development program design that is long-term and includes a focus on science content as well as instructional practices, includes active learning opportunities for participants, and provides a continuous cycle of learning and practice. Additionally, districts must prioritize innovative initiatives such as inquiry-based science instruction at all levels and provide the necessary training and resources to sustain the implementation of high-quality programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2022