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KMID : 1059520200640030210
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Journal of the Korean Chemical Society
2020 Volume.64 No. 3 p.210 ~ p.224
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Science Teachers’ Orientation toward Scientific Inquiry-Based Teaching
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Yang Jung-Eun
Choi Ae-Ran
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Abstract
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The purpose of this study is to investigate science teachers’ orientation toward scientific inquiry-based teaching.
In this study, five middle school science teachers formed and participated in a teacher learning community for scientific inquiry-based instruction during one year. Data collection consisted of pre and post questionnaire and interviews, audio-recordings of teachers’ collaborative lesson planning and reflection on teaching practice, and field notes of participant teachers’ teaching practice and follow-up interviews. Data analysis indicated that there were four orientations toward scientific inquiry-based teaching. They were knowledge and beliefs about ‘goals of scientific inquiry-based teaching’, ‘scientific inquiry-based teaching and learning’, ‘argumentation-based teaching and learning’, and ‘nature of science and science inquiry’. Teachers’ collaboration in a teacher learning community would be effective in facilitating teachers’ orientation to scientific inquiry-based teaching.
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KEYWORD
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Science teaching orientation, Inquiry-based science instruction, Professional learning community
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