Interdisciplinary Science Inquiry Within a School–University Partnership: Understanding In-Service Science Teachers' Interpretation and Implementation of Interdisciplinary Science Inquiry as Part of Their Practice

• In Event: 52.029 - Interdisciplinary and Integrated STEM Education: Research, Practices, and Perspectives

Abstract

The purpose of this study was to develop a better understanding of the beliefs and practices, in relation to interdisciplinary science inquiry (ISI), of in-service science teachers as they participated in a school-university partnership. This partnership focused on providing in-service science teachers with professional development through research opportunities, coursework, and curriculum development at the university during the summer and then continued support throughout the school year. The research questions that guided this study were:
1. How do in-service science teachers participating in a school-university partnership interpret and implement interdisciplinary science inquiry?
2. What contributes to or constrains the implementation of interdisciplinary science inquiry in 7-12 science classrooms?

The theoretical constructs utilized by this study were that of teacher beliefs and conceptual change. The conceptual change of teachers, like that of students, is achieved as teachers acquire more knowledge of how to implement new ideas and practices into their science curriculum in such a way to promote student learning. However, in-service teachers hold preset beliefs and knowledge that may or may not fit the setting and style with which ISI-teaching can take place.

This study utilized a descriptive qualitative research approach. Data collection occurred for three years and included observations of summer experiences and classroom practice, interviews, and physical artifacts. Of the 73 in-service teachers who participated in the project, 10 were selected based on their understanding and implementation of ISI. International Review Board approval was secured. A ‘cross-case analysis’ using the constant comparative technique (Miles & Huberman, 1994) of the participants’ data was used to identify their understanding of ISI and summer experience in relation to their classroom practice.

This study found that the aspects of the ISI framework that were most evident and translatable for all of the teachers were integrating the practices of science and the importance of connecting science in the classroom to students’ lives and communities (i.e. purpose or drivers of ISI). Implementation of these practices, however, ranged from direct instruction of basic laboratory skills to more student-centered inquiry. The main aspect of ISI that the teachers struggled with in their understanding and in implementation was the crosscutting concepts or unifying themes in science and engineering.

In regards to the factors impacting teacher implementation of ISI, this study identified the following: (1) the connection between the summer experiences and the teachers’ curriculum, (2) coherence between the teachers’ beliefs and teaching aspects of ISI, (3) the placement of graduate STEM students within the classroom, and (4) the time and resources that were available.

As standard-based reform within the United States continues on its path of reforming science teaching and learning through scientific and interdisciplinary scientific inquiry in science classrooms, the value of understanding how teachers perceive and enact ISI for learning will be a main predicator in the success of these new reforms on impacting student science achievement.

Authors

• Erica Smith, University at Buffalo - SUNY

• Xiufeng Liu, University at Buffalo - SUNY