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dc.contributor.advisorConaway, Betty J.
dc.contributor.authorJackson, Dionne Bennett.
dc.contributor.otherBaylor University. Dept. of Curriculum and Instruction.en
dc.date.accessioned2010-10-08T16:20:14Z
dc.date.available2010-10-08T16:20:14Z
dc.date.copyright2010-08
dc.date.issued2010-10-08T16:20:14Z
dc.identifier.urihttp://hdl.handle.net/2104/8035
dc.descriptionIncludes bibliographical references (p. ).en
dc.description.abstractThe purpose of this study was to examine how science teachers' epistemological beliefs impacted their use of authentic inquiry in science instruction. Participants in this multiple-case study included a total of four teachers who represented the middle, secondary and post-secondary levels. Based on the results of the pilot study conducted with a secondary science teacher, adjustments were made to the interview questions and observation protocol. Data collection for the study included semi-structured interviews, direct observations of instructional techniques, and the collection of artifacts. The cross case analysis revealed that the cases epistemological beliefs were mostly Transitional and the method of instruction used most was Discussion. Two of the cases exhibited consistent beliefs and instructional practices, whereas the other two exhibited beliefs beyond their instruction. The findings of this study support the literature on the influence of contextual factors and professional development on teacher beliefs and practice. The findings support and contradict literature relevant to the consistency of teacher beliefs with instruction. This study's findings revealed that the use of reform-based instruction, or Authentic Inquiry, does not occur when science teachers do not have the beliefs and experiences necessary to implement this form of instruction.en
dc.description.statementofresponsibilityby Dionne Bennett Jackson.en
dc.format.extent4395510 bytes
dc.format.extent45571 bytes
dc.format.mimetypeapplication/pdf
dc.format.mimetypeapplication/pdf
dc.language.isoen_USen
dc.rightsBaylor University theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact librarywebmaster@baylor.edu for inquiries about permission.en
dc.subjectBeliefs.en
dc.subjectInquiry.en
dc.subjectScience teaching.en
dc.subjectEpistemological beliefs.en
dc.titleThe impact of science teachers' epistemological beliefs on authentic inquiry : a multiple-case study.en
dc.typeThesisen
dc.description.degreeEd.D.en
dc.rights.accessrightsWorldwide accessen
dc.contributor.departmentCurriculum and Instruction.en


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