Teacher Perception of Implementing Inquiry-Based Learning Instruction to Underrepresented STEM Populations: A Phenomenological Study

• In Event: Marriott Roundtable Session Six
  In Roundtable Session: Identity, Inquiry, and Science Education (Table 5)

Abstract

With scientific reform, educators have shifted to facilitators when using inquiry-based approaches. The study's purpose probed teacher perception in implementation, with emerging themes being community building, purposeful talks, and student prior knowledge disconnection. Teaching self-efficacy plays an essential role in the social constructivist learning environment as teachers model science and engineering practices as more knowledgeable other. Using interpretative phenomenological analysis, three-part interviews were analyzed to provide insight into how teachers perceive their impact as change agents in providing inquiry-based instruction.

Author

• Leslie Annette Birdon, Ouachita Parish School Board
  Presenting Author