Determinants of K-2 School Teachers' Orientation towards Inquiry-Based Science Activities: A Mixed Method Study |
| |
Authors: | Email author" target="_blank">Issaou?GadoEmail author |
| |
Institution: | 1.Department of Teacher Education,Cleveland State University,Cleveland,USA |
| |
Abstract: | The purpose of this study was to describe attitudes of first and second grade teachers in Benin, toward school science and
their instructional preferences (inquiry-based and traditional noninquiry-based instruction), and determine some factors that
could explain these attitudes and preferences. Three hundred (N=300) preparatory classroom teachers (first and second grades) were randomly selected and surveyed regarding their attitudes
and preferences. Data was gathered via the Revised Science Attitude Scale, the Science Teachers' Ideological Preference Scale,
and open-ended questions. The results indicated that first and second grade teachers have a low regard for school science
and low level of orientation toward both inquiry-based and traditional instruction. This means that these teachers rejected
traditional approaches of science teaching but at the same time did not accept inquiry teaching as a legitimate alternative.
Participants' low level of orientation towards inquiry-based instruction could be explained by three dimensions of attitude;
handling (handling of science equipment), time (time required to prepare and teach science), and need (the basic needs students
have for science). However, time and handling significantly contributed to their orientation towards traditional noninquiry-based
instruction. Four categories from the open-ended responses – perceived instructional practices, student-centeredness of the
curriculum, lack of materials and supplies, and training – were used to understand and further explain participants' attitudes
and instructional preferences. |
| |
Keywords: | |
本文献已被 SpringerLink 等数据库收录! |
|