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Science Teacher Engagement

Study on the factors that contribute to science teachers engaging in inquiry-based teaching methods.
by

Sharlene Kleine

on 11 June 2011

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Transcript of Science Teacher Engagement

Research Problem Significance
Research available on work engagement outside of teaching,
Research available on why science teachers do NOT use inquiry-based methods. Literature Theoretical Framework
Symbolic interactionism
actions based on meaning
meaning derived from social interactions
meanings modified/interpreted through social interaction Research Design
case study
identifiable case
bounded system
in-depth understanding Purposeful Sampling
snowball - recommended/known
criterion-based - uses inquiry methods and is highly engaged research questions
What personal factors contribute to the work engagement of science teachers who choose to use inquiry-based teaching methods?

What professional factors contribute to the work engagement of science teachers who choose to use inquiry-based teaching methods? Data Collection personal pride
personal connection with content
connects student experience with his own
care/concern for students
Value of learning beyond classroom
questioning EvERYTHING
collaboration with peers (both for students and colleagues) strengths/weaknesses Purpose
To understand the factors which contribute to the work engagement of science teachers who use inquiry-based teaching methods. Beyond the Barriers: Engaged and Inquiring Science Teachers Participant
Biology teacher
Large, suburban school
Oklahoma Observation Interview Document Sharlene Kleine
EIPT 6043
Spring 2010 Findings DATA ANALYSIS Questions? Inquiry
Dewey/Vygotsky - Learning is active and social
Bransford - Beyond memorization for deep knowledge
Newman - Authenticity
National Science Education Standards Engagement
Kahn - personal/ three dimensions...physical, emotional, cognitive
Bakker - work/ positive, fulfilling, work-related state of mind...characterized by vigor, dedication, and absorption
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