Time to Teach: Instructional Time and Science Teachers’ Use of Inquiry-Oriented Instructional Practices

2020 ◽  
Vol 122 (12) ◽  
pp. 1-54
Author(s):  
Tammy Kolbe ◽  
Caitlin Steele ◽  
Beth White
Keyword(s):  
Instructional Practices ◽  
Science Teaching ◽  
Science Teachers ◽  
Science Instruction ◽  
Educational Background ◽  
Eighth Grade ◽  
Instructional Time ◽  
Research Questions ◽  
K 12 ◽  
The Relationship

Background There have been repeated calls for more widespread use of inquiry-oriented science instruction in K–12 education. At the same time, questions have been raised regarding whether the amount of time in school schedules for science instruction is sufficient to support inquiry-based teaching. This study investigates the relationship between the time available for science instruction and the extent to which eighth-grade science teachers used inquiry-oriented instructional practices in their teaching. Research Questions We consider two research questions: (1) To what extent is teachers’ use of inquiry-oriented instructional practices related to the time available for science instruction during the school week? (2) To what extent do differences in teachers’ professional training to teach science impact the relationship between instructional time and science teachers’ use of inquiry-based instructional practices? Research Design We use data from the 2011 NAEP Grade Eight Science Assessment and multilevel linear modeling to analyze the relationship between instructional time and science teacher practices. Our analyses include approximately 11,520 eighth-grade teachers in 6,850 public schools. Findings The extent to which science teachers used inquiry-oriented instructional practices in their teaching was related to the amount of time available for science instruction. Teachers with 5 or more hours per week were more likely to use inquiry-oriented instructional practices, and the extent to which teachers engaged in reform-oriented science instruction increased with more time for instruction. The relationship between instructional time and teacher practice was largely independent of teacher qualifications, suggesting that instructional time impacts teacher instructional practice regardless of teachers’ educational background, training, or science teaching experience. Conclusions Identifying optimal allocations of instructional time is a relevant consideration in efforts to promote the types of reform-oriented science teaching called for by the National Research Council's Framework for K–12 Science Education, the Next Generation Science Standards (NGSS), and other national and state science assessments. Although investments in teacher training and professional development are also necessary and important investments, with insufficient time, even the most qualified or best trained science teachers may struggle to use inquiry-based instructional approaches.

Class Size and Eighth-Grade Math Achievement in the United States and Abroad

2001 ◽  
Vol 23 (3) ◽  
pp. 251-273 ◽  
Author(s):  
Suet-ling Pong ◽  
Aaron Pallas
Keyword(s):  
United States ◽  
Hong Kong ◽  
Instructional Practices ◽  
Class Size ◽  
Math Achievement ◽  
The United States ◽  
Eighth Grade ◽  
Science Study ◽  
Using Data ◽  
The Relationship

Using data from the Third International Math and Science Study (TIMSS), we examine the relationship between class size and eighth-grade math achievement in Australia, Canada, France, Germany, Hong Kong, Korea, Iceland, Singapore, and the United States. Class sizes tend to be greater and more homogenous in centralized education systems compared with those in decentralized systems. The United States seems to be unique among the countries in our study. After controlling for possible confounding characteristics of the teacher, school, and classroom, in no other country than the United States did we find a beneficial effect of small classes. Contrary to our expectations, we also found little evidence that smaller or larger classes differ in the amount of curriculum taught or in the instructional practices of teachers. Except for the case of Hong Kong, neither curricular coverage nor instructional practices mediates the relationship between class size and math achievement.

scholarly journals Teachers’ and Educational Administrators’ Conceptions of Inquiry: Do They Promote or Constrain Inquiry-Based Science Teaching in Junior High Schools?

2021 ◽  
Vol 10 (3) ◽  
pp. 58
Author(s):  
Salifu Maigari Mohammed ◽  
Kwaku Darko Amponsah
Keyword(s):  
High Schools ◽  
Science Teaching ◽  
Science Teachers ◽  
Scientific Inquiry ◽  
Teaching And Learning ◽  
Junior High ◽  
Science Instruction ◽  
Junior High Schools ◽  
Inquiry Teaching ◽  
Educational Administrators

This study sought to examine whether teachers’ and educational administrators’ conceptions of inquiry promote or constrain inquiry-based science teaching in junior high schools. The study also explored any connections between participants’ conceptions of scientific inquiry, inquiry teaching, and inquiry learning. Multiple-case study involving semi-structured interviews was used to collect data from 18 integrated science teachers and 23 educational administrators from rural and urban areas in the Central Region of Ghana. Analysis of the qualitative data involved open coding and categorisation of participants’ responses. We found that all the teachers and educational administrators held either uninformed or partially informed conceptions of scientific inquiry and inquiry teaching and learning which, constrain inquiry-based science instruction in junior high schools. We also found that participants’ conceptions of scientific inquiry reflected in their conceptions of science teaching and learning. Again, we found that the uninformed conceptions of inquiry developed from participants’ lack of exposure and experiences with inquiry-based science instruction when they were students. We recommend regular explicit-reflective in-service trainings to promote teachers’ and educational administrators’ conceptions and teachers’ practice of inquiry-based science teaching. We also recommend reforms in preservice science education that emphasise the engagement of prospective teachers in collaborative explicit-reflective inquiry investigations and instructional practices.

scholarly journals The Interrelationship of Science Experiences, Beliefs, Attitudes, and Self-Efficacy: A Case Study of a Pre-Service Teacher with Positive Science Attitude and High Science Teaching Self-Efficacy

2014 ◽  
Vol 8 (1) ◽  
pp. 51-64
Author(s):  
Mahsa Kazempour
Keyword(s):  
Science Teaching ◽  
Self Efficacy ◽  
Teaching Beliefs ◽  
Interest In Science ◽  
Science Attitude ◽  
Before And After ◽  
K 12 ◽  
The Relationship ◽  
Pre Service Teacher

This qualitative case study aimed to focus on the experiences and subsequent science and science teaching beliefs, attitudes, and self-efficacy of an elementary pre-service teacher, Heather, with extremely positive attitude and high self-efficacy. For this particular population of pre-service teachers, possessing a high science teaching self-efficacy alone is not sufficient to assume reform-based beliefs and teaching practices. This study was unique in that it concurrently explored the relationship between attitude, beliefs, and self-efficacy before and after the course. Initially, Heather’s attitude and self-efficacy with respect to science and science teaching were closely interrelated and a product of her own intrinsic interest in science and her unique K-12 experiences. Her beliefs appeared to have been shaped by both her actual science experiences and what she had witnessed in the classrooms. Heather’s course experiences shaped her post beliefs about science and science teaching, which consequently altered her attitude and confidence.

PATHWAYS TO SCIENCE TEACHING: INTEGRATING RESEARCH AND TEACHING EXPERIENCE FOR FUTURE K-12 SCIENCE TEACHERS

2018 ◽  
Author(s):  
Heather L. Petcovic ◽  
◽  
Steven B. Bertman ◽  
Todd D. Ellis ◽  
Stephen Kaczmarek ◽  
...  
Keyword(s):  
Science Teaching ◽  
Science Teachers ◽  
Teaching Experience ◽  
Research And Teaching ◽  
K 12

scholarly journals INQUIRY-BASED SCIENCE TEACHING: KNOWLEDGE AND SKILLS AMONG SCIENCE TEACHERS

2020 ◽  
Vol 8 (4) ◽  
pp. 110-120
Author(s):  
Syahira Ibrahim ◽  
Siti Nur Diyana Mahmud
Keyword(s):  
Science Teaching ◽  
Science Teachers ◽  
Quantitative Research ◽  
Pearson Correlation ◽  
Sampling Technique ◽  
Knowledge And Skills ◽  
Teaching Knowledge ◽  
Inquiry Approach ◽  
Pearson Correlation Test ◽  
The Relationship

Purpose of the study: The purpose of this study is to investigate the relationship between teachers' knowledge and perceived skills in implementing inquiry-based science teaching at the secondary level. Methodology: This quantitative research involved 63 science teachers from nine secondary schools in Putrajaya. Respondents were selected using a random sampling technique. The data were analyzed using descriptive and inferential statistics methods. Main Findings: The analysis showed that the level of teachers' knowledge of inquiry-based science teaching and the level of teachers' perceived skills in implementing inquiry-based science teaching which was divided into four phases (conceptualization, investigation, conclusion, and discussion) were high. The Pearson correlation test found that there was a strong and significant relationship between teachers' knowledge in inquiry-based science teaching and teachers' skills in four phases of inquiry. Applications of this study: This study implies that teachers' knowledge and skills are essential aspects to be emphasized in implementing inquiry-based science teaching and teachers should be trained in both of these aspects as they are interrelated to each other. Novelty/Originality of this study: This study explores deeper on teachers' skills in implementing inquiry approach by dividing it into four phases to determine which phases of the inquiry that educators and scholars need to emphasize and give the training to improve teachers' implementation skills and determine whether the phases are interrelated to knowledge.

A Meta-Analysis of Interviews and Cognitive Ability

2013 ◽  
Vol 12 (4) ◽  
pp. 157-169 ◽  
Author(s):  
Philip L. Roth ◽  
Allen I. Huffcutt
Keyword(s):  
Cognitive Ability ◽  
Meta Analysis ◽  
Incremental Validity ◽  
Employment Interviews ◽  
Moderator Analysis ◽  
The Future ◽  
Research Questions ◽  
Meta Analyses ◽  
The Relationship

The topic of what interviews measure has received a great deal of attention over the years. One line of research has investigated the relationship between interviews and the construct of cognitive ability. A previous meta-analysis reported an overall corrected correlation of .40 ( Huffcutt, Roth, & McDaniel, 1996 ). A more recent meta-analysis reported a noticeably lower corrected correlation of .27 ( Berry, Sackett, & Landers, 2007 ). After reviewing both meta-analyses, it appears that the two studies posed different research questions. Further, there were a number of coding judgments in Berry et al. that merit review, and there was no moderator analysis for educational versus employment interviews. As a result, we reanalyzed the work by Berry et al. and found a corrected correlation of .42 for employment interviews (.15 higher than Berry et al., a 56% increase). Further, educational interviews were associated with a corrected correlation of .21, supporting their influence as a moderator. We suggest a better estimate of the correlation between employment interviews and cognitive ability is .42, and this takes us “back to the future” in that the better overall estimate of the employment interviews – cognitive ability relationship is roughly .40. This difference has implications for what is being measured by interviews and their incremental validity.

THE IMPLEMENTATION OF ISO 9001:2015 TO IMPROVE QUALITY OF SERVICE AT PUSAT KESIHATAN UNIVERSITI (PKU), UNIVERSITI UTARA MALAYSIA(UUM)

2018 ◽  
Vol 13 (Number 2) ◽  
pp. 67-77
Author(s):  
Anis Syamimi Abd Rahim ◽  
Mohd Norhasni Mohd Asaad
Keyword(s):  
Quality Of Service ◽  
Customer Satisfaction ◽  
Descriptive Statistics ◽  
Iso 9001 ◽  
Quality Of Services ◽  
Research Questions ◽  
Spss Software ◽  
The Relationship ◽  
Universiti Utara Malaysia

The purpose of this study is to review the implementation of ISO 9001:2015 in order to improve the quality of services at Pusat Kesihatan Universiti (PKU), Universiti Utara Malaysia. The respondents of this study were customers at the PKU, UUM. The questionnaire was distributed to 50 respondents. The data were analyzed using SPSS software version 24. The data were tested using descriptive statistics, and correlation analysis to answer the research questions and to achieve the objectives. The findings show that customers agree that implementation of ISO 9001:2015 give service at PKU, UUM is good and satisfied. Through the correlation test, the results showed that the relationship between the implementation of ISO 9001:2015 has a positive and significant impact on customer satisfaction and the effect of implementing ISO 9001:2015 has a positive and significant impact in improving quality of service at PKU, UUM.Through mean and standard deviation tests, results show that tangible dimensions are the main dimensions of customer satisfaction while dimensions with low values are dimensions of responsiveness.Therefore, all aspects of service in PKU, UUM will be strengthened and all aspects of the weaknesses could be addressed to improve the service in order to maintain good quality services.

Sign in / Sign up

Export Citation Format

Share Document