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Implementing inquiry kit curriculum: Obstacles, adaptations, and practical knowledge development in two middle school science teachers
Author(s) -
Jones Mark T.,
Eick Charles J.
Publication year - 2007
Publication title -
science education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.209
H-Index - 115
eISSN - 1098-237X
pISSN - 0036-8326
DOI - 10.1002/sce.20197
Subject(s) - curriculum , mathematics education , school teachers , pedagogy , science education , certification , curriculum development , faculty development , professional development , sociology , psychology , political science , law
Two elementary certified middle school science teachers are studied for changes in practical knowledge supporting the implementation of kit‐based inquiry as part of a schoolwide reform effort. Emphasis is placed on studying how these two pilot teachers enact guided inquiry within their unique pedagogical and curricular interests, and what adaptations they make in their use of Science and Technology for Children™ and Science and Technology Concepts for Middle School™ curriculum. Case study results support the notion that reform is complex and personal, and teachers as professionals need collective and individual support in the classroom as they make incremental changes in practice toward becoming inquiry‐oriented teachers. © 2007 Wiley Periodicals, Inc. Sci Ed 91: 492–513, 2007