A Case Study of Increasing Vocational High School Teachers Practices in Designing Interdisciplinary Use of Scientific Inquiry in Curriculum Design

Yu-Liang Chang; Huan-Hung Wu

doi:10.12973/eurasia.2015.1304a

Full Text (PDF)

Yu-Liang Chang ¹ ^* , Huan-Hung Wu ¹

More Detail

¹ National Chiayi University, TAIWAN^* Corresponding Author

Abstract

The primary objective of this study was to determine how experience in learning to teach scientific inquiry using a practical approach affected teacher‟s attitudes, evaluations of use of inquiry and their actual design of inquiry based instruction. The methodology included the use an approach incorporating inquiry methodology combined with a technology-infused and engineering rich approach called “Intelligent Robotics” to help teachers learn and use a new approach to teaching scientific inquiry. The findings showed that these teachers progressively moved from more teacher-centered thinking about teaching to student-centered thinking and actions incorporating scientific inquiry. They also worked together in designing an interdisciplinary inquiry curriculum, providing an effective alternative to traditional rigid standards based curriculum and teacher directed instruction.

Keywords

curriculum design
Interdisciplinary
scientific inquiry
vocational high school
teacher

License

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, 2015, Volume 11, Issue 1, 37-51

https://doi.org/10.12973/eurasia.2015.1304a

Publication date: 16 Dec 2015

Article Views: 2576

Article Downloads: 1149

Open Access References How to cite this article

References

Alvarado, A. E., & Herr, P. R. (2003). Inquiry-based learning using everyday objects: hands-on instructional strategies that promote active learning in grades 3-8. Thousand Oaks, CA: Corwin Press, INC.
Akerson, V. L., & Hanuscin, D. (2007). Teaching the nature of science through inquiry: The results of a three-year professional development program. Journal of Research in Science Teaching, 44, 653-680.
Anderson, R. D. (2007). Inquiry as an organizing theme for science curricula. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 807- 830). New Jersey, NJ: Lawrence Erlbaum.
Banerjee, A. (2010). Teaching science using guided inquiry as the central theme: A professional development model for high school science teachers. Science Educator, 19(2), 1-9.
Barak, M. & Shakhman, L. (2008). Reform-based science teaching: Teachers‟ instructional practices and conceptions. Eurasia Journal of Mathematics, Science and Technology Education, 4(1), 11-20.
Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.) (2000). How people learn: Brain, mind, experience and school. Washington, DC: National Academies Press.
Bybee, R. W., Taylor, J. A., Gardner, A., Van Scotter, P., Powell, J. C., Westbrook, A., & Landes, N. (2006). The BSCS 5e instructional model: Origins and effectiveness. Colorado Springs, CO: A Report Prepared for the Office of Science Education, National Institutes of Health.
Bybee, R. W. (1997). Achieving scientific literacy: From purposes to practices. Portsmouth, NH: Heinemann.
Chang, Y.L., Wu, H. H.; & Liu, Y.C (2014) They are learning: Chnages through Teacher Professional Development of Iquiry Curriculum Designg and Implementation. Paper presented at 2014 Global Conference on Contemporary Issues in Education on July 13, 2014, Las Vegas, CA, USA.
Crabtree, B. F., & Miller, W. L. (1999). Using Codes and Code Manuals: A Template Organizing Style of Interpretation. In B.F. Crabtree & W. L. Miller (Eds.), Doing qualitative research in primary care: Multiple strategies (2nd Ed., pp. 163-177). Newbury Park, CA: Sage.
Donovan, S., & Bransford, J. D. (2005). How students learn: History, mathematics, and science in the classroom. Washington, DC: National Academies Press.
Espinosa-Bueno, J. S., Labastida-Pina, D. V., PadillaMartínez, K., & Garritz, A. (2011). Pedagogical content knowledge of inquiry: An instrument to assess it and its application to high school in-service science teachers. US-China Education Review, 8(5), 599-614.
Fishman, B. J., Marx, R. W., Best, S., & Tal, T. R. (2003). Linking teacher and student learning to improve professional development in systemic reform. Teaching and Teacher Education, 19, 643-658.
Hackling, M. W., & Garnett, P. J. (1995). The development of expertise in science investigation skills. Australian Sciences Teacher Journal, 41(4), 80-86.
Hofstein, A., & Lunetta, V. N. (1982). The role of the laboratory in science teaching: Neglected aspects of research. Review of Educational Research, 52 (2), 201-217.
Lin, J. L., Cheng, M. F., Chang, Y. C., Li, H. W., Chang, J. Y., Lin, D. M. (2014). Learning activities that combine science magic activities with the 5E instructional model to influence secondary-school students‟ attitudes to science. Eurasia Journal of Mathematics, Science and Technology Education, 10(5), 415-426.
Liu, T.-C., Peng, H., Wu, W.-H., & Lin, M.-S. (2009). The effects of mobile Natural-science learning based on the 5E learning cycle: A case study. Educational Technology & Society, 12 (4), 344-358.
Lotter, C., Harwood, W. S., & Bonner, J. J. (2007). The influence of core teaching conceptions on teachers‟ use of inquiry teaching practices. Journal of Research in Science Teaching, 44(9), 1318-1347.
Loucks-Horsley, S., Stiles, K. E., Mundry, S., Love, N., & Hewson, P. W. (2010). Designing professional development for teachers of science and mathematics. (3rd ed.). Thousand Oaks, CA: Corwin.
Luft, J. A. (2001). Changing inquiry practices and beliefs: The impact of an inquiry-based professional development programme on beginning and experienced secondary science teachers. International Journal of Science Education, 23(5), 517-534.
Martin-Hauser, L. (2002). Defining inquiry. The Science Teacher, 69(2), 34–37.
Marx, R. W., Blumenfeld, P. C., Krajcik, J. S., Fishman, B., Soloway, E., Geier. R., & Tal, R. T. (2004). Inquiry‐based science in the middle grades: Assessment of learning in urban systemic reform. Journal of Research in Science Teaching, 41(10), 1063-1080.
NGSS Lead States (2013). Next generation science standards: For states, by states. Washington, DC: National Academies Press.
National Research Council (1996). National science education standards. Washington, DC: National Academic Press.
National Research Council (2000). Inquiry and the national science education standards: A guide for teaching and learning. Washington, DC: National Academy Press.
National Research Council (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academies Press.
National Science Council of Taiwan (2007). High Scope Project Summary (Phase I). October 1, 2007 retrieved from http://highscope.ch.ntu.edu.tw/.
Orgill, M., & Thomas, M. (2007). Analogies and the 5E model: Suggestions for using analogies in each phase of the 5E model. The science teacher, 74, 40-45.
Park, H. S. (2006). Development of a mathematics, science, and technology education integrated program for a maglev. Eurasia Journal of Mathematics, Science and Technology Education, 2(3), 88-101.
Santos-Trigo, M. (2008). An inquiry approach to construct instructional trajectories based on the use of digital technologies. Eurasia Journal of Mathematics, Science & Technology Education, 4(4), 347-357.
Schroeder, C. M., Scott, T. P., Tolson, H., Huang, T., & Lee, Y. (2007). A meta-analysis of national research: Effects of teaching strategies on student achievement in science in the United States. Journal of Research in Science Teaching, 44(10), 1436-1460.
Schwab, J. J. (Ed.) (1960). Select reading in philosophical aspects of biology: The decision point of biological inquiry for Biology 117. Chicago, IL: University of Chicago Press.
Staer, H., Goodrum, D., & Hackling, M. (1998). High school laboratory work in Western Australia: Openness to inquiry. Research in Science Education, 28(2), 219-228.
Stolz, M., Witteck, T., Marks, R., & Eilks, I. (2013). Reflecting socio-scientific issues for science education coming from the case of curriculum development on doping in chemistry education. Eurasia Journal of Mathematics, Science and Technology Education, 9(4), 361-370.
Supovitz, J. A., & Turner H. M. (2000). The effects of professional development on science teaching practices and classroom culture. Journal of Research in Science Teaching, 37, 963-980.
The White House (2014). Issues: Technology. December 29, 2014, retrieved from http://www.whitehouse.gov/issues/technology.
Thomas, J. W. (2000). A review of research on project-based learning. San Rafael, CA: Autodesk.
Tobin, K. G. (1990). Research on science laboratory activities: In pursuit of better question and answers to improve learning. School Science and Mathematics, 90(5), 403-418.
Windschitl, M. (2003). Inquiry projects in science teacher education: What can investigative experiences reveal about teacher thinking and eventual classroom practice? Science Education, 87(1), 112-143.
Windschitl, M. (2004). Folk theories of „„inquiry‟: How preservice teachers reproduce the discourse and practices of a theoretical scientific method. Journal of Research in Science Teaching, 41(5), 481-512.

How to cite this article

APA

Chang, Y.-L., & Wu, H.-H. (2015). A Case Study of Increasing Vocational High School Teachers Practices in Designing Interdisciplinary Use of Scientific Inquiry in Curriculum Design. Eurasia Journal of Mathematics, Science and Technology Education, 11(1), 37-51. https://doi.org/10.12973/eurasia.2015.1304a

Vancouver

Chang YL, Wu HH. A Case Study of Increasing Vocational High School Teachers Practices in Designing Interdisciplinary Use of Scientific Inquiry in Curriculum Design. EURASIA J Math Sci Tech Ed. 2015;11(1):37-51. https://doi.org/10.12973/eurasia.2015.1304a

AMA

Chang YL, Wu HH. A Case Study of Increasing Vocational High School Teachers Practices in Designing Interdisciplinary Use of Scientific Inquiry in Curriculum Design. EURASIA J Math Sci Tech Ed. 2015;11(1), 37-51. https://doi.org/10.12973/eurasia.2015.1304a

Chicago

Chang, Yu-Liang, and Huan-Hung Wu. "A Case Study of Increasing Vocational High School Teachers Practices in Designing Interdisciplinary Use of Scientific Inquiry in Curriculum Design". Eurasia Journal of Mathematics, Science and Technology Education 2015 11 no. 1 (2015): 37-51. https://doi.org/10.12973/eurasia.2015.1304a

Harvard

Chang, Y.-L., and Wu, H.-H. (2015). A Case Study of Increasing Vocational High School Teachers Practices in Designing Interdisciplinary Use of Scientific Inquiry in Curriculum Design. Eurasia Journal of Mathematics, Science and Technology Education, 11(1), pp. 37-51. https://doi.org/10.12973/eurasia.2015.1304a

MLA

Chang, Yu-Liang et al. "A Case Study of Increasing Vocational High School Teachers Practices in Designing Interdisciplinary Use of Scientific Inquiry in Curriculum Design". Eurasia Journal of Mathematics, Science and Technology Education, vol. 11, no. 1, 2015, pp. 37-51. https://doi.org/10.12973/eurasia.2015.1304a