The Impact of Pre-Service Teachers’ Orientation on the Implementation of Inquiry-Based Science Instruction

Ashlie Sizer; Heather Tharp; Jennifer Wrigley; Adel Al-Bataineh; Do-Yong Park

doi:10.29333/ejmste/11247

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Ashlie Sizer ¹, Heather Tharp ¹, Jennifer Wrigley ¹, Adel Al-Bataineh ¹, Do-Yong Park ¹ ^*

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¹ Illinois State University, USA^* Corresponding Author

Abstract

The purpose of the study is to investigate how pre-service elementary teachers’ orientation about science inquiry impacts their implementation of inquiry-based instruction. Teaching orientation is one of the levels of pedagogical content knowledge (PCK) which impacts on teachers’ instructional practice. With thirty-one pre-service teachers, data are collected using a survey and three vignettes and are analyzed using a correlational coefficient. The results show that (a) there is a moderate relationship between pre-service teachers’ view of inquiry-based instruction and their willingness to implement it; (b) pre-service teachers’ confidence in implementing inquiry-based instruction increases as they gain experience with inquiry-based methods through coursework; (c) the participants favor using inquiry methods, but they feel more comfortable with a more teacher-centered approach. It implies that one science method course may not suffice to produce teachers who are self-efficacious about teaching inquiry-based science. Thus, they need additional instruction to implement a more student-centered inquiry approach.

Keywords

preservice teachers
PCK
inquiry-based instruction
teaching orientation

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2021, Volume 17, Issue 11, Article No: em2028

https://doi.org/10.29333/ejmste/11247

Publication date: 05 Oct 2021

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Declaration of Conflict of Interest: No conflict of interest is declared by author(s).

Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).

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How to cite this article

APA

Sizer, A., Tharp, H., Wrigley, J., Al-Bataineh, A., & Park, D.-Y. (2021). The Impact of Pre-Service Teachers’ Orientation on the Implementation of Inquiry-Based Science Instruction. Eurasia Journal of Mathematics, Science and Technology Education, 17(11), em2028. https://doi.org/10.29333/ejmste/11247

Vancouver

Sizer A, Tharp H, Wrigley J, Al-Bataineh A, Park DY. The Impact of Pre-Service Teachers’ Orientation on the Implementation of Inquiry-Based Science Instruction. EURASIA J Math Sci Tech Ed. 2021;17(11):em2028. https://doi.org/10.29333/ejmste/11247

AMA

Sizer A, Tharp H, Wrigley J, Al-Bataineh A, Park DY. The Impact of Pre-Service Teachers’ Orientation on the Implementation of Inquiry-Based Science Instruction. EURASIA J Math Sci Tech Ed. 2021;17(11), em2028. https://doi.org/10.29333/ejmste/11247

Chicago

Sizer, Ashlie, Heather Tharp, Jennifer Wrigley, Adel Al-Bataineh, and Do-Yong Park. "The Impact of Pre-Service Teachers’ Orientation on the Implementation of Inquiry-Based Science Instruction". Eurasia Journal of Mathematics, Science and Technology Education 2021 17 no. 11 (2021): em2028. https://doi.org/10.29333/ejmste/11247

Harvard

Sizer, A., Tharp, H., Wrigley, J., Al-Bataineh, A., and Park, D.-Y. (2021). The Impact of Pre-Service Teachers’ Orientation on the Implementation of Inquiry-Based Science Instruction. Eurasia Journal of Mathematics, Science and Technology Education, 17(11), em2028. https://doi.org/10.29333/ejmste/11247

MLA

Sizer, Ashlie et al. "The Impact of Pre-Service Teachers’ Orientation on the Implementation of Inquiry-Based Science Instruction". Eurasia Journal of Mathematics, Science and Technology Education, vol. 17, no. 11, 2021, em2028. https://doi.org/10.29333/ejmste/11247