Open Daily: 10am - 10pm | Alley door pickup 10am - 7pm 3038 Hennepin Ave Minneapolis, MN
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  • Open Daily: 10am - 10pm
    Alley-side Pickup: 10am - 7pm

    3038 Hennepin Ave Minneapolis, MN
    612-822-4611

Open Daily: 10am - 10pm | Alley-side Pickup: 10am - 7pm
3038 Hennepin Ave Minneapolis, MN
612-822-4611
The Status of Inquiry-Based Science Instruction in a Mid-Size School District for Grades 3--8 as Mandated State-Wide Testing Begins: A Survey of Teach

The Status of Inquiry-Based Science Instruction in a Mid-Size School District for Grades 3--8 as Mandated State-Wide Testing Begins: A Survey of Teach

Coln, Kecia Newton

Paperback

General Education

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ISBN10: 1243973277
ISBN13: 9781243973276
Publisher: Proquest Umi Dissertation Pub
Pages: 108
Weight: 0.51
Height: 0.28 Width: 7.99 Depth: 10.00
Language: English
The current reform in science education is to increase the use of inquiry as championed by the National Science Education Standards (NRC, 1996). North Carolina recently revised their science Standard Course of Study to include the expectation of teaching using inquiry (NCDPI, 2004). The purpose of this study was to investigate the extent to which science educators (n = 151) in grades 3-8 in a mid-sized school district in North Carolina report practicing inquiry-based instruction in their classrooms and to identify factors related to the use of inquiry. Data were gathered using a researcher-designed on-line survey. Analyses indicate that teachers in this district use inquiry moderately, implementing the lower process skills more than the higher process skills. It was also found that class size, the number of professional development sessions the teacher attended that covered inquiry, and the percentage of economically disadvantaged students in the school were statistically significant in their impact on the level of inquiry use reported by the teacher.

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