Differentiating Science Instruction: Secondary science teachers' practices

This descriptive study investigated the implementation practices of secondary science teachers who differentiate instruction. Participants included seven high school science teachers purposefully selected from four different schools located in a mid-Atlantic state. Purposeful selection ensured parti...

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Bibliographic Details
Published in:International journal of science education 2015-09, Vol.37 (13), p.2065-2090
Main Authors: Maeng, Jennifer L., Bell, Randy L.
Format: Article
Language:English
Subjects:
Case Studies
Classroom observation
differentiated instruction
Educational Strategies
Faculty Development
Grounded Theory
High Schools
Individualized Instruction
Measures (Individuals)
Observation
pedagogy
Preservice Teacher Education
Profiles
Science education
Science Instruction
Science Teachers
Scores
Secondary School Science
Secondary School Teachers
secondary science
Semi Structured Interviews
Student Interests
Teacher Effectiveness
Teaching Methods
United States (Mid Atlantic States)
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Summary:This descriptive study investigated the implementation practices of secondary science teachers who differentiate instruction. Participants included seven high school science teachers purposefully selected from four different schools located in a mid-Atlantic state. Purposeful selection ensured participants included differentiated instruction (DI) in their lesson implementation. Data included semi-structured interviews and field notes from a minimum of four classroom observations, selected to capture the variety of differentiation strategies employed. These data were analyzed using a constant-comparative approach. Each classroom observation was scored using the validated Differentiated Instruction Implementation Matrix-Modified, which captured both the extent to which critical indicators of DI were present in teachers' instruction and the performance levels at which they engaged in these components of DI. Results indicated participants implemented a variety of differentiation strategies in their classrooms with varying proficiency. Evidence suggested all participants used instructional modifications that required little advance preparation to accommodate differences in students' interests and learning profile. Four of the seven participants implemented more complex instructional strategies that required substantial advance preparation by the teacher. Most significantly, this study provides practical strategies for in-service science teachers beginning to differentiate instruction and recommendations for professional development and preservice science teacher education.
ISSN:0950-0693
1464-5289
DOI:10.1080/09500693.2015.1064553