Asia-Pacific Forum on Science Learning and Teaching, Volume 8, Issue 2, Article 2 (Dec., 2007) Behiye AKCAY Effectiveness of professional development program on a teacher’s learning to teach Science as inquiry Previous Contents Next

Introduction

This study focuses on one teacher, Ms. Smith, and her thoughts, actions, and concerns about using inquiry teaching determined by constructivist perspective. Ms. Smith’s reflections over the course of the year long Iowa Chautauqua Professional Development Program (ICPDP) were used to investigate the effectiveness of ICPD program on Ms. Smith’s philosophy and perceptions of her actual classroom practices as well as to analyze why the teacher is resistant to using more inquiry strategies in their classrooms and.  Such information may be used to overcome many of the problems teachers face when they contemplate such changes. The question for most teachers is: “how can we add inquiry teaching to an already full schedule?”

Since the late 1950s, inquiry teaching has been a major goal for science education (Haury, 1993). Inquiry-based teaching is central to the reforms recommended in the National Science Education Standards to facilitate the implementation of constructivist teaching learning practices (NRC, 1996) and the Benchmarks for Science Literacy (AAAS, 1993).

Designing a learning environment is connected with the whole process of learning, its transfer, and specific past experiences (Bransford, et al., 1999). According to Crawford et al (1999), authentic learning based on real-world projects involves creating environments related to students’ own interests. This is an important responsibility for teachers who want to create learning environments in which students achieve even more. These environments engage students in complex problem solving where they explore ideas and issues. These classroom activities should draw on students' prior experiences and knowledge. However, creating this kind of environment is not easy (Crawford, 1999).

The National Science Education Standards state that "inquiry into authentic questions generated from student experiences is the central strategy for teaching science" (NRC, 1996, p.31). Because engaging students in inquiry helps them to develop

• Understanding of scientific concepts.
• An appreciation of "how we know" what we know in science.
• Understanding the nature of science.
• Skills necessary to become independent inquirers about the natural world.
• The dispositions to use the skills, abilities, and attitudes associated with science (NRC, 2001).

Many teachers have difficulty teaching science using an inquiry method because they were not taught in this way nor were they exposed to it in their teacher preparation programs (Kleine et al, 2002). Much research provides reasons given for many teachers not to use inquiry. These include: (1) it takes too much time and energy, (2) there is a risk that administrators will not understand new teaching methods, (3) student are too immature, (4) teachers lack desire to change their teaching habits, (5) the cost of materials is too high, (6) teachers are afraid of losing control, and (7) there is not enough time to cover all that is required in the existing curriculum (Costenson & Lawson, 1986, Lawson, 2000, Leonard & Chandler, 2003, Niemi, 2002, Windschitl & Buttemer, 2000).

The National Science Education Standards suggest that students in K-12 schools learn science by engaging in their own investigations, in order to answer their own questions. The test should not be based on standard science content knowledge, but on students’ ability to understand the processes of science. However, many classroom teachers are hesitant to allow students to experience inquiry-based learning. Oftentimes, this is because teachers question their own science content knowledge and their own abilities to perform scientific investigations.

Teachers are essential parts of inquiry teaching because when the teacher understands the importance of inquiry, every situation can be turned into “hands-on minds on” activity (Windschitl & Buttemer, 2000). Teacher beliefs are very central components for inquiry teaching. Pajares (1992) argues that: “The beliefs teachers hold influence their perceptions and judgments, which, in turn, affect their behaviors in the classroom.” (p.307). The Iowa Chautauqua Professional Development Program (ICPDP) is specifically designed to target the emphases for needed beliefs regarding professional development as envision in the NSES (NRC, 1996) (see Table 1).

The Iowa Chautauqua Professional Development Program (ICPDP) is a multi-state professional development project designed to enhance instructional processes for K-12 science teachers by using inquiry teaching as a model for constructivist learning for leader. One of the goals of the ICPDP is to improve teachers' confidence in teaching science. The project began in Iowa in 1983 and was funded later as a part of the National Science Teachers Association (NSTA) Scope, Sequence, and Coordination Project. During the 2004-2005, the State of Iowa provides grants for Title II A funding for ICPDP to provide professional development at the state.

Features of the Iowa Chautauqua Professional Development Program as Envisioned by the NSES

Less Emphasis On	More Emphasis On
Transmission of teaching knowledge and skills by lectures	Inquiry into teaching and learning
Learning science by lecture and reading	Learning science through investigation and inquiry
Separation of science and teaching knowledge	Integration of science and teaching knowledge
Separation of theory and practice	Integration of theory and practice in school settings
Individual learning	Collegial and collaborative learning
Fragmented, one shot sessions	Long-term coherent plans
Courses and workshops	A variety of professional development activities
Reliance on external expertise	Mix of internal and external expertise
Staff developers as educators	Staff developers as facilitators, consultants and planners
Teacher as technician	Teacher as intellectual, reflective practitioner
Teacher as consumer of knowledge about teaching	Teacher as producer of knowledge about teaching
Teacher as follower	Teacher as leader
Teacher as an individual based in a classroom	Teacher as a member of a collegial professional community
Teacher as a target change	Teacher as source and facilitator of change
	(NRC, 1996)

The staff development model employed by the ICPDP includes a three-week summer institute. In this training, the teachers assume the role of students to explore issue-based questions. They look for key science concepts and study different constructivist pathways for learning. The summer institute is a prelude to an academic year-long experience involving two three-day short courses, one in the fall and another in the spring. These short courses are designed to help teachers to incorporate constructivist teaching practices through use of inquiry. The features of ICPDP are shown at Table 2.

Table 2: Iowa Chautauqua Professional Development Program Features

One year project

A two-week leadership conference for 25 of the most successful teachers from previous years who want to become a part of the instructional team for future workshops

A three to four-week summer workshop at each new site for 30 new teachers electing to try inquiry teaching and learning strategies; the workshop provides experience with inquiry (teachers as students) and time to plan a five-day inquiry unit to be used with students in the fall

A three day fall short course for 30-50 teachers (including the 30 enrolled during the summer); the focus is upon developing a month long inquiry module and an extensive assessment plan

Interim communication with central staff, lead teachers, and fellow participant, including a newsletter, special memoranda, monthly telephone contacts, and school/classroom visits

A three day spring short course for the same 30-50 teachers who participated in the fall; this session focuses upon reports by participants on their inquiry experience and the results of the assessment program