Teachers’ Autonomy Supportive Practices During Inquiry-Based Science Curriculum

• In Event: Poster Session 8
  In Poster Session: Contextual and Cultural Influences on Motivation, Engagement, and Affect

Abstract

Autonomy support is broadly conceptualized, but translates into “meaningless choice” (versus cognitive autonomy support) during enactment (Stefanou et al., 2004). The current study examines autonomy support during inquiry-based science, a curriculum context that encourages students to initiate content ideas and construct meaning. We richly describe the full range of autonomy supportive practices employed by seventh grade teachers in ways that optimize and supplement curriculum features. Findings suggest that teachers highlight the curriculum content’s relevance and sustain decision making afforded by open tasks. Teachers supplemented challenging tasks by scaffolding, encouraging self-regulation, and providing positive feedback during pivotal instructional events (e.g., task revision), while sustaining students’ responsibility for sense making (i.e., academic press). Autonomy inhibitive practices maintained teacher responsibility for connections.

Authors

• Shelly A. Witham, High Tech H.S./ Rutgers University

• Toni Kempler Rogat, Rutgers University - New Brunswick/Piscataway