The I files, the truth is out there: science teachers’ constructs of inquiry

BEVINS, Stuart, PRICE, Gareth and BOOTH, Josephine (2019). The I files, the truth is out there: science teachers’ constructs of inquiry. International journal of science education, 41 (4), 533-545.

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Official URL: https://www.tandfonline.com/doi/full/10.1080/09500...
Link to published version:: https://doi.org/10.1080/09500693.2019.1568605

Abstract

This article is concerned with the personal constructs of science teachers about inquiry in selected schools in the Yorkshire and the Humber region of England. While there is a large volume of existing literature which advocates the use of inquiry in the science classroom to enhance students' engagement with, and learning of science, relatively few of these studies represent teachers' voice. Therefore, we believe that it is important and distinctive to report teachers' constructs of inquiry and related concerns regarding its use in the science classroom. We identify the key constructs from 10 participating teachers and discuss these amongst a backdrop of policy implications for inquiry approaches in English secondary school science classrooms. Personal Construct Theory was used to underpin the study and frame data collection and analysis. Key findings show that the teachers identify an inquiry approach as being effective in stimulating students' independent learning and interest in science but issues such as time and confidence inhibit their deployment of inquiry approaches.

Item Type: Article
Uncontrolled Keywords: 1302 Curriculum And Pedagogy; Education
Identification Number: https://doi.org/10.1080/09500693.2019.1568605
SWORD Depositor: Symplectic Elements
Depositing User: Symplectic Elements
Date Deposited: 01 Mar 2019 11:27
Last Modified: 01 Mar 2019 11:30
URI: http://shura.shu.ac.uk/id/eprint/24145

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