How to support primary teachers’ implementation of inquiry: teachers’ reflections on teaching cooperative inquiry-based science

Gillies, Robyn M. and Nichols, Kim (2014) How to support primary teachers’ implementation of inquiry: teachers’ reflections on teaching cooperative inquiry-based science. Research in Science Education, 45 2: 171-191. doi:10.1007/s11165-014-9418-x


Author Gillies, Robyn M.
Nichols, Kim
Title How to support primary teachers’ implementation of inquiry: teachers’ reflections on teaching cooperative inquiry-based science
Journal name Research in Science Education   Check publisher's open access policy
ISSN 0157-244X
1573-1898
Publication date 2014
Year available 2014
Sub-type Article (original research)
DOI 10.1007/s11165-014-9418-x
Open Access Status
Volume 45
Issue 2
Start page 171
End page 191
Total pages 21
Place of publication Dordrecht, Netherlands
Publisher Springer
Collection year 2015
Language eng
Abstract Many primary teachers face challenges in teaching inquiry science, often because they believe that they do not have the content knowledge or pedagogical skills to do so. This is a concern given the emphasis attached to teaching science through inquiry where students do not simply learn about science but also do science. This study reports on the reflections of nine grade 6 teachers who taught two cooperative, inquiry science units once a term for two consecutive school terms. The study focused on investigating their perceptions of teaching inquiry science as well as the processes they employed, including the benefits and challenges of this student-centred approach to teaching, with longer task structures that characterises inquiry learning. Although the teachers reflected positively on their experiences teaching the inquiry science units, they also expressed concerns about the challenges that arise when teaching through inquiry. Implications for teacher education are discussed.
Keyword Inquiry science
Teachers' reflections
Cooperative learning
Guided inquiry learning
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ
Additional Notes Published online ahead of print 19 June 2014

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2015 Collection
School of Education Publications
 
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Citation counts: TR Web of Science Citation Count  Cited 2 times in Thomson Reuters Web of Science Article | Citations
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Created: Sun, 22 Jun 2014, 14:14:22 EST by Professor Robyn Gillies on behalf of School of Education