Investigating Science Teachers' Interpretations of Autonomy-Supportive Features of Inquiry-Based Science Curriculum

• In Event: 56.082 - Poster Session 12
  In Poster Session: 56.082-1 - Motivation, Learning, and Instruction in STEM

Abstract

Research on autonomy-supportive practices indicate limited choice and meaningful activity (Assor, Kaplan & Roth, 2002). Inquiry-based science curricula have autonomy-supportive features (Blumenfeld, et al., 1991; 2006), augmenting the frequency and quality of teacher-enacted autonomy-supportive practices (Authors, 2014). For the current study, we interviewed four 7th-10th grade science teachers, eliciting their interpretations and modifications of an inquiry lesson, coding for autonomy-relevant practices and reasons (from above, within and below) (Fulmer & Turner, 2014; Pelletier, et al., 2002). Findings suggest that teachers identify and incorporate modifications for high-quality autonomy-supportive practices. Teachers supplemented challenging tasks by highlighting content relevance and scaffolding instruction, and described influences from supportive factors and pressures from below (i.e. students) and from within (i.e. motivational beliefs).

Authors

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

• Toni Kempler Rogat, Purdue University