Science Teacher Attitudes Toward Inquiry-Based Teaching and Learning

The purpose of this study was to determine teachers' attitudes, values, and beliefs about inquiry. The participants of this study were 275 middle grade and secondary science teachers from four districts in North Carolina. Issues such as class size, accountability, curricular demands, and admini...

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Bibliographic Details
Published in:The Clearing house 2015-03, Vol.88 (2), p.29-38
Main Authors: DiBiase, Warren, McDonald, Judith R.
Format: Article
Language:English
Subjects:
Accountability
attitudes
Barriers
Belief & doubt
Beliefs
Class Size
Curriculum
Educational Administration
Goal Orientation
Inquiry
Learning
Likert Scales
Middle school education
Middle School Teachers
North Carolina
perceptions
Professional development
Professional education
science
Science Instruction
Science Teachers
Secondary School Science
Secondary School Teachers
Student Participation
Teacher Attitudes
Teacher education
Teacher Surveys
teaching
Teaching Methods
Values
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Summary:The purpose of this study was to determine teachers' attitudes, values, and beliefs about inquiry. The participants of this study were 275 middle grade and secondary science teachers from four districts in North Carolina. Issues such as class size, accountability, curricular demands, and administrative support are perceived as constraints, impeding the use of inquiry. These are the issues that must be effectively dealt with in the professional education and professional development of all science teachers.
ISSN:0009-8655
1939-912X
DOI:10.1080/00098655.2014.987717