Document Type
Journal Article
Publication Title
The Journal of Supercomputing
Publisher
Springer
School
Edith Cowan Institute for Education Research
RAS ID
24821
Funders
Space to Grow Australian Research Council Linkage Grant (grant number: LP0989264)
MQRES PhD scholarship from Macquarie University (MF)
Abstract
In recent years, calls for the adoption of inquiry-based pedagogies in the science classroom have formed a part of the recommendations for large-scale high school science reforms. However, these pedagogies have been problematic to implement at scale. This research explores the perceptions of 34 positively inclined early-adopter teachers in relation to their implementation of inquiry-based pedagogies. The teachers were part of a large-scale Australian high school intervention project based around astronomy. In a series of semi-structured interviews, the teachers identified a number of common barriers that prevented them from implementing inquiry-based approaches. The most important barriers identified include the extreme time restrictions on all scales, the poverty of their common professional development experiences, their lack of good models and definitions for what inquiry-based teaching actually is, and the lack of good resources enabling the capacity for change. Implications for expectations of teachers and their professional learning during educational reform and curriculum change are discussed.
DOI
10.1007/s11165-017-9623-5
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Comments
Fitzgerald, M., Danaia, L., & McKinnon, D. H. (2017). Barriers inhibiting inquiry-based science teaching and potential solutions: Perceptions of positively inclined early adopters. Research in Science Education, 49(2), 543 - 566.
https://doi.org/10.1007/s11165-017-9623-5