An investigation of experienced secondary science teachers' beliefs about inquiry: An examination of competing belief sets
Article first published online: 7 OCT 2004
Copyright © 2004 Wiley Periodicals, Inc.
Journal of Research in Science Teaching
Volume 41, Issue 9, pages 936–960, November 2004
How to Cite
Wallace, C. S. and Kang, N.-H. (2004), An investigation of experienced secondary science teachers' beliefs about inquiry: An examination of competing belief sets. J. Res. Sci. Teach., 41: 936–960. doi: 10.1002/tea.20032
- Issue published online: 27 OCT 2004
- Article first published online: 7 OCT 2004
- Manuscript Accepted: 23 FEB 2004
- Manuscript Received: 4 FEB 2003
The purpose of this study was to investigate the beliefs of six experienced high school science teachers about (1) what is successful science learning; (2) what are the purposes of laboratory in science teaching; and (3) how inquiry is implemented in the classroom. An interpretive multiple case study with an ethnographic orientation was used. The teachers' beliefs about successful science learning were substantively linked to their beliefs about laboratory and inquiry implementation. For example, two teachers who believed that successful science learning was deep conceptual understanding, used verification labs primarily to illustrate these concepts and used inquiry as a type of isolated problem-solving experience. Another teacher who believed that successful science learning was enculturation into scientific practices used inquiry-based labs extensively to teach the practices of science. Tension in competing beliefs sets and implications for reform are discussed. ? 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 936-960, 2004.