The influence of core teaching conceptions on teachers' use of inquiry teaching practices

Journal of Research in Science Teaching

Volumn 44, Issue 9, 2007, Pages 1318-1347

  Lotter, Christine ^a   Harwood, William S ^b   Bonner, J José ^c  

^a UNIVERSITY OF SOUTH CAROLINA   (United States)

^b UNIVERSITY OF NORTHERN IOWA   (United States)

^c INDIANA UNIVERSITY   (United States)

Author keywords

Case study research; Environmental science; Professional development; Secondary

Indexed keywords

CASE-STUDY RESEARCH; CLASSROOM OBSERVATIONS; RESEARCH EXPERIENCE;

DATA REDUCTION; PROFESSIONAL ASPECTS; STUDENTS; TEACHING; TECHNICAL PRESENTATIONS;

NATURAL SCIENCES;

EID: 36448956832     PISSN: 00224308     EISSN: 10982736     Source Type: Journal    
DOI: 10.1002/tea.20191     Document Type: Article

References (73)

1. Abd-El-Khalick, F., Bell, R.L., & Lederman, N.G. (1998). The nature of science and instructional practice: Making the unnatural natural. Science Education, 82, 417-436.
2. Abd-El-Khalick, F., & Lederman, N.G. (2000). Improving science teachers' conceptions of nature of science: A critical review of the literature. International Journal of Science Education, 22, 665-701.
3. American Association for the Advancement of Science (AAAS). (1993). Benchmarks for science literacy: Project 2061. Oxford: Oxford University Press.
4. Bazler, J.A. (1991). A middle school teacher summer research project. School Science and Mathematics, 91, 322-324.
5. Bell, B., & Gilbert, J. (1996). Teacher development: A model from science education. London: Falmer Press.
6. Bencze, L., Bowen, G.M., & Alsop, S. (2006). Teachers' tendencies to promote student-led science projects: Associations with their views about science. Science Education, 90, 400-419.
7. Bogdan, R.C., & Biklen, S.K. (1998). Qualitative research for education (3rd ed.). Boston: Allyn and Bacon.
8. Bonner, J.J. (2004). The biology of food. The Science Teacher, 71, 30-34.
9. Bradford, C.S., & Dana, T.M. (1996). Exploring science teacher metaphorical thinking: A case study of a high school science teacher. Journal of Science Teacher Education, 7, 197-211.
10. Brickhouse, N. (1990). Teachers' beliefs about the nature of science and their relationship to classroom practice. Journal of Teacher Education, 41, 53-62.
11. Brickhouse, N., & Bodner, G.M. (1992). The beginning science teacher: Classroom narratives of convictions and constraints. Journal of Research in Science Teaching, 29, 471-485.
12. Carspecken, P.F. (1996). Critical ethnography in educational research: A theoretical and practical guide. New York: Routledge.
13. Caton, E., Brewer, C., & Brown, F. (2000). Building teacher-scientist partnerships: Teaching about energy through inquiry. School Science and Mathematics, 100, 7-15.
14. Cornett, J.W., Yeotis, C., & Terwilliger, L. (1990). Teacher personal practical theories and their influence upon teacher curricular and instructional actions: A case study of a secondary science teacher. Science Education, 74, 517-529.
15. Crawford, B.A. (2000). Embracing the essence of inquiry: New roles for science teachers. Journal of Research in Science Teaching, 37, 916-937.
16. Cronin-Jones, L.L. (1991). Science teacher beliefs and their influence on curriculum implementation: Two case studies. Journal of Research in Science Teaching, 28, 235-250.
17. Driver, R., Asoko, H., Leach, J., Mortimer, E., & Scott, P. (1994). Constructing scientific knowledge in the classroom. Educational Researcher, 23, 5-12.
18. Duschl, R.A., & Wright, E. (1989). A case study of high school teachers' decision making models for planning and teaching science. Journal of Research in Science Teaching, 26, 467-501.
19. Feldman, A. (2002). Multiple perspectives for the study of teaching: Knowledge, reason, understanding, and being. Journal of Research in Science Teaching, 39, 1032-1055.
20. Friedrichsen, P.M., & Dana, T.M. (2005). Substantive-level theory of highly regarded secondary biology teachers' science teaching orientations. Journal of Research in Science Teaching, 42, 218-244.
21. Friedrichsen, P.M., Munford, D., & Orgill, M. (2006). Brokering at the boundary: A prospective science teacher engages students in inquiry. Science Education, 90, 522-543.
22. Glaser, B.G., & Strauss, A.L. (1967). The discovery of grounded theory. Chicago: Aldine.
23. Hashweh, M.Z. (1996). Effects of science teachers' epistemological beliefs in teaching. Journal of Research in Science Teaching, 33, 47-63.
24. Hewson, P.W., & Hewson, M.G. (1987). Science teacher's conceptions of teaching: Implications for teacher education. International Journal of Science Education, 9, 425-440.
25. Hewson, P.W., & Hewson, M.G. (1988). An appropriate conception of teaching science: Implications for teacher education. Science Education, 72, 597-614.
26. Hewson, P.W., Kerby, H.W., & Walter, H. (1993). Conceptions of teaching science held by experienced high school science teachers. Paper presented at the Annual meeting of the National Association for Research in Science Teaching, Atlanta, GA.
27. Hollingsworth, S. (1989). Prior beliefs and cognitive change in learning to teach. American Educational Research Journal, 26, 160-189.
28. Jeanpierre, B., Oberhauser, K., & Freeman, C. (2005). Characteristics of professional development that effects change in secondary science teachers' classroom practices. Journal of Research in Science Teaching, 42, 668-690.
29. Kang, N., & Wallace, C.W. (2004). Secondary science teachers' use of laboratory activities: Linking epistemological beliefs, goals, and practices. Science Education, 89, 140-165.
30. Keys, C.W., & Bryan, L.A. (2001). Co-constructing inquiry-based science with teachers: Essential research for lasting reform. Journal of Research in Science Teaching, 38, 631-645.
31. Keys, C.W., & Kennedy, V. (1999). Understanding inquiry science teaching in context: A case study of an elementary teacher. Journal of Science Teacher Education, 10, 315-353.
32. Laplante, B. (1997). Teachers' beliefs and instructional strategies in science: Pushing analysis further. Science Education, 81, 277-294.
33. Layman, J.W., Ochoa, G., & Heikkinen, H. (1996). Inquiry and learning: Realizing science standards in the classroom. New York: College Entrance Examination Board.
34. Lederman, N.G. (1992). Students' and teachers' conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29, 331-359.
35. Lederman, N.G. (1999). Teachers' understanding of the nature of science and classroom practice: Factors that facilitate or impede the relationship. Journal of Research in Science Teaching, 36, 916-929.
36. Lederman, N.G., & Abd-El-Khalick, F. (1998). Avoiding de-natured science: Activities that promote understanding of the nature of science. In W. McComas (Ed.), The nature of science in science education: Rationales and strategies (pp. 83-126). Dordrecht, The Netherlands: Kluwer Academic Publishers.
37. Lederman, N.G., & Zeidler, D.L. (1987). Science teachers' conceptions of the nature of science: Do they really influence teaching behavior? Science Education, 7, 721-734.
38. Lemberger, J., Hewson, P.W., & Park, H. (1999). Relationships between prospective secondary teachers' classroom practice and their conceptions of biology and of teaching science. Science Education, 83, 347-371.
39. Lortie, D. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press.
40. Lotter, C. (2005). The influence of an inquiry professional development program on secondary science teachers' conceptions and use of inquiry teaching. (Doctoral dissertation, Indiana University, 2005.) Dissertation Abstracts International, 66, 2159 (UMI No. AAT 3178430).
41. Lotter, C., Harwood, W.S., & Bonner, J.J. (2006). Overcoming a learning bottleneck: Inquiry professional development for secondary science teachers. Journal of Science Teacher Education, 17.
42. Loucks-Horsley, S., Hewson, P.W., Love, N., & Stiles, K.E. (2003). Designing professional development for teachers of science and mathematics. Thousand Oaks, CA: Corwin Press, Inc.
43. Luft, J.A. (2001). Changing inquiry practices and beliefs: The impact of an inquiry-based professional development programme on beginning and experienced secondary science teachers. International Journal of Science Education, 23, 517-534.
44. Magnusson, S., Krajcik, J.S., & Borko, H. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome & N.G. Lederman (Eds.), Examining pedagogical content knowledge: The construct and its implications for science education (pp. 95-132). Dordrecht, The Netherlands: Kluwer.
45. McGinnis, J.R., Kramer, S., Shama, G., Graeber, A.O., Parker, C.A., & Watanabe, T. (2002). Undergraduates' attitudes and beliefs about subject matter and pedagogy measured periodically in a reform-based mathematics and science teacher preparation program. Journal of Research in Science Teaching, 39, 713-737.
46. Merriam, S.B. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass Education Series.
47. Middendorf, J., & Pace, D. (2002). Overcoming cultural obstacles to new ways of teaching: The Lilly Freshman Learning Project at Indiana University. To Improve the Academy, 20, 208-224.
48. Munby, H., Cunningham, M., & Lock, C. (2000). School science culture: A case study of barriers to developing professional knowledge. Science Education, 84, 193-211.
49. National Research Council (NRC). (1996). National science education standards. Washington, DC: National Academy Press.
50. National Research Council. (1999). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
51. National Research Council (NRC). (2000). Inquiry and the national science education standards. Washington, DC: National Academy Press.
52. Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19, 317-328.
53. Pajares, M.F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307-332.
54. Rankin, L. (2000). Lessons learned: Addressing common misconceptions about inquiry, Foundations, a monograph for professionals in science, mathematics, and technology education. Arlington, VA: The National Science Foundation.
55. Richardson, V. (1994). The role of attitudes and beliefs in learning to teach. In J. Sikula (Ed.), Handbook of research on teacher education. New York: MacMillian Library Reference, USA.
56. Roehrig, G.H., & Luft, J.A. (2004). Constraints experienced by beginning secondary science teachers in implementing scientific inquiry lessons. International Journal of Science Education, 26, 3-24.
57. Rop, C.J. (2003). Spontaneous inquiry questions in high school chemistry classrooms: Perceptions of a group of motivated learners. International Journal of Science Education, 25, 13-33.
58. Sanders, D.P., & McCutcheon, G. (1986). The development of practical theories of teaching. Journal of Curriculum and Supervision, 2, 50-67.
59. Shulman, L.S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1-22.
60. Smith, L.K. (2005). The impact of early life history on teachers' beliefs: In-school and out-of-school experiences as learners and knowers of science. Teachers and Teaching: Theory and Practice, 11, 5-36.
61. Supovitz, J.A., & Turner, H.M. (2000). The effects of professional development on science teaching practices and classroom culture. Journal of Research in Science Teaching, 37, 963-980.
62. Tabak, I., & Reiser, B.J. (1999). Steering the course of dialogue in inquiry-based science classrooms. Paper presented at the Annual meeting of the American Educational Research Association, Montreal, Canada.
63. Thompson, C.L., & Zeuli, J.S. (1999). The frame and the tapestry. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession (pp. 341-375). San Francisco: Jossey-Bass.
64. Tobin, K. (2000). Interpretive research in science education. In A.E. Kelly & R.A. Lesh (Eds.), Handbook of research design in mathematics and science education (pp. 487-512). Mahwah, NJ: Erlbaum.
65. Tobin, K., & McRobbie, C.J. (1996). Cultural myths as constraints to the enacted curriculum. Science Education, 80, 223-241.
66. Tsai, C. (2002). Nested epistemologies: Science teachers' beliefs of teaching, learning and science. International Journal of Science Education, 24, 771-783.
67. Tsai, C. (2006). Teachers' scientific epistemological views: The coherence with instruction and students' views. Science Education. Retrieved October 1, 2006 at www.interscience.wiley.com
68. Varelas, M., House, R., & Wenzel, S. (2005). Beginning teachers immersed into science: Scientist and science teacher identities. Science Education, 89, 1-25.
69. van Driel, J.H., Beijaard, D., & Verloop, N. (2001). Professional development and reform in science education: The role of teachers' practical knowledge. Journal of Research in Science Teaching, 38, 137-158.
70. Verjovsky, J., & Waldegg, G. (2005). Analyzing beliefs and practices of a Mexican high school biology teacher. Journal of Research in Science Teaching, 42, 465-491.
71. Wallace, C.W., & Kang, N. (2004). An investigation of experienced secondary science teachers' beliefs about inquiry: An examination of competing belief sets. Journal of Research in Science Teaching, 41, 936-960.
72. Wallace, C.W., Tsoi, M.Y., Calkin, J., & Darley, M. (2003). Learning from inquiry-based laboratories in nonmajor biology: An interpretive study of the relationships among inquiry experience, epistemologies, and conceptual growth. Journal of Research in Science Teaching, 40, 986-1024.
73. Yin, R.K. (2003). Case study research: Designs and methods. Thousand Oaks, CA: Sage Publications.