The Science ELF: Assessing the enquiry levels framework as a heuristic for professional development

This study utilized an explanatory sequential mixed methods approach to explore randomly assigned treatment and control participants' frequency of inquiry instruction in secondary science classrooms. Eleven treatment participants received professional development (PD) that emphasized a structur...

Full description

Saved in:
Bibliographic Details
Published in:International journal of science education 2015-01, Vol.37 (1), p.55-81
Main Authors: Wheeler, Lindsay B., Bell, Randy L., Whitworth, Brooke A., Maeng, Jennifer L.
Format: Article
Language:English
Subjects:
Academic Standards
Best Practices
Classroom Techniques
Comparative Analysis
Constructivism (Learning)
Control Groups
Experimental Groups
Faculty Development
Grounded Theory
Inquiry
Inquiry-based teaching
Interaction
Interviews
Methods Courses
Mixed methods
Mixed Methods Research
Observation
Pretests Posttests
Professional development
Science Curriculum
Science education
Science Instruction
Secondary school
Secondary School Science
Secondary School Teachers
Surveys
Teacher Improvement
Teacher Student Relationship
Teaching Methods
United States (Mid Atlantic States)
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This study utilized an explanatory sequential mixed methods approach to explore randomly assigned treatment and control participants' frequency of inquiry instruction in secondary science classrooms. Eleven treatment participants received professional development (PD) that emphasized a structured approach to inquiry instruction, while 10 control participants received no PD. Two representative treatment participants were interviewed and observed to provide an in-depth understanding of inquiry instruction and factors affecting implementation. Paired t-tests were used to analyze quantitative data from observation forms, and a constant comparative approach was used to analyze qualitative data from surveys, interviews, purposeful observations and artifacts. Results indicated that treatment participants implemented inquiry significantly more frequently than control participants (p 
ISSN:0950-0693
1464-5289
DOI:10.1080/09500693.2014.961182