Barriers Inhibiting Inquiry-Based Science Teaching and Potential Solutions: Perceptions of Positively Inclined Early Adopters

Fitzgerald, Michael T. and Danaia, Lena J. and McKinnon, David H. (2017) Barriers Inhibiting Inquiry-Based Science Teaching and Potential Solutions: Perceptions of Positively Inclined Early Adopters. Research in Science Education. ISSN 1573-1898

[img]
Preview
Text
FitzgeraldDanaiaMcKinnon2017.pdf

Download (2MB) | Preview
Official URL: https://link.springer.com/article/10.1007/s11165-0...

Abstract

In recent years, calls for the adoption of inquiry-based pedagogies in the science classroom have formed a part of the recommendations for large-scale high school science reforms. However, these pedagogies have been problematic to implement at scale. This research explores the perceptions of 34 positively inclined early-adopter teachers in relation to their implementation of inquiry-based pedagogies. The teachers were part of a large-scale Australian high school intervention project based around astronomy. In a series of semistructured interviews, the teachers identified a number of common barriers that prevented them from implementing inquiry-based approaches. The most important barriers identified include the extreme time restrictions on all scales, the poverty of their common professional development experiences, their lack of good models and definitions for what inquiry-based teaching actually is, and the lack of good resources enabling the capacity for change. Implications for expectations of teachers and their professional learning during educational reform and curriculum change are discussed.

Item Type: Article
Subjects: Astronomy Education Research
RTSRE Related Research
Depositing User: Mr Saeed Salimpour
Date Deposited: 28 Jul 2017 11:38
Last Modified: 19 Aug 2018 23:55
URI: http://istardb.org/id/eprint/958

Actions (login required)

View Item View Item