國立虎尾科技大學 |

Inquiry-Based Learning : = Perceptions, Use, and Barriers for 6-12 Science Teachers.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Inquiry-Based Learning :/
其他題名:	Perceptions, Use, and Barriers for 6-12 Science Teachers.
作者:	Gruber, Stephen M.
面頁冊數:	1 online resource (123 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-03, Section: A.
Contained By:	Dissertations Abstracts International85-03A.
標題:	Secondary education. -
電子資源:	click for full text (PQDT)
ISBN:	9798380386449

Inquiry-Based Learning : = Perceptions, Use, and Barriers for 6-12 Science Teachers.
Gruber, Stephen M.

Inquiry-Based Learning :Perceptions, Use, and Barriers for 6-12 Science Teachers. - 1 online resource (123 pages)

Source: Dissertations Abstracts International, Volume: 85-03, Section: A.

Thesis (Ed.D.)--University of Houston-Clear Lake, 2021.

Includes bibliographical references

There are many reasons students fail to achieve in STEM related fields post high school. For example, students may spend too much time receiving teacher centered lessons that focus primarily on vocabulary building and concept recognition. These lessons may not necessarily promote understanding or encourage students to learn other skills than memorization and vocabulary. Studies have shown that high school teachers are faced with the challenge of presenting students with a significant amount of information in a short period of time to prepare students for standardized state assessment exams. One possible solution is to implement inquiry-based learning (IBL) to enhance student understanding of STEM subjects and provide students with the skills necessary to succeed before graduating high school. This mixed methods study examined teacher perceptions to IBL, how teacher intent to incorporate IBL into daily lessons affected IBL, and teacher perceived barriers to the implementation of IBL. Quantitative analysis was conducted by analyzing the teacher responses to a modified version of the PRIMAS survey, while qualitative data were obtained from semi-structured interviews. The findings of this study indicated teachers have a positive perception of the principals of IBL and that the intent to implement IBL was correlated to its use in teachers' daily lessons. The major barriers to IBL implementation were found to be teacher's belief in student abilities, along with the time constraints, both the time it takes to conduct an inquiry lesson and the time limits placed on them in order to teach the state mandated and school directed curriculum. The teachers perceived barriers were the same regardless of the amount of IBL in daily lessons. This implies that it is teacher intent, and not the perceived barriers that truly limit IBL as a major teaching methodology in the science classroom.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798380386449Subjects--Topical Terms:

1179560
Secondary education.
Subjects--Index Terms:

STEMIndex Terms--Genre/Form:

554714
Electronic books.

Inquiry-Based Learning : = Perceptions, Use, and Barriers for 6-12 Science Teachers.
LDR:03378ntm a22004337 4500 001 1147325
005 20240909100757.5
006 m o d
007 cr bn ---uuuuu
008 250605s2021 xx obm 000 0 eng d
020 $a 9798380386449
035 $a (MiAaPQ)AAI30752601
035 $a (MiAaPQ)1251vireo318Gruber
035 $a AAI30752601
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Gruber, Stephen M. $3 1473027
245 1 0 $a Inquiry-Based Learning : $b Perceptions, Use, and Barriers for 6-12 Science Teachers.
264 0 $c 2021
300 $a 1 online resource (123 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 85-03, Section: A.
500 $a Advisor: Peters, Michelle.
502 $a Thesis (Ed.D.)--University of Houston-Clear Lake, 2021.
504 $a Includes bibliographical references
520 $a There are many reasons students fail to achieve in STEM related fields post high school. For example, students may spend too much time receiving teacher centered lessons that focus primarily on vocabulary building and concept recognition. These lessons may not necessarily promote understanding or encourage students to learn other skills than memorization and vocabulary. Studies have shown that high school teachers are faced with the challenge of presenting students with a significant amount of information in a short period of time to prepare students for standardized state assessment exams. One possible solution is to implement inquiry-based learning (IBL) to enhance student understanding of STEM subjects and provide students with the skills necessary to succeed before graduating high school. This mixed methods study examined teacher perceptions to IBL, how teacher intent to incorporate IBL into daily lessons affected IBL, and teacher perceived barriers to the implementation of IBL. Quantitative analysis was conducted by analyzing the teacher responses to a modified version of the PRIMAS survey, while qualitative data were obtained from semi-structured interviews. The findings of this study indicated teachers have a positive perception of the principals of IBL and that the intent to implement IBL was correlated to its use in teachers' daily lessons. The major barriers to IBL implementation were found to be teacher's belief in student abilities, along with the time constraints, both the time it takes to conduct an inquiry lesson and the time limits placed on them in order to teach the state mandated and school directed curriculum. The teachers perceived barriers were the same regardless of the amount of IBL in daily lessons. This implies that it is teacher intent, and not the perceived barriers that truly limit IBL as a major teaching methodology in the science classroom.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Secondary education. $3 1179560
650 4 $a Science education. $3 1151737
650 4 $a Curriculum development. $3 1148494
650 4 $a Teacher education. $3 1148451
653 $a STEM
653 $a Inquiry-based learning
653 $a Teachers
653 $a Science
653 $a Science teachers
653 $a Teacher centered lessons
655 7 $a Electronic books. $2 local $3 554714
690 $a 0714
690 $a 0533
690 $a 0530
690 $a 0727
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Houston-Clear Lake. $3 1187299
773 0 $t Dissertations Abstracts International $g 85-03A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30752601 $z click for full text (PQDT)