Teacher Perceptions on Implementing Inquiry-Based Learning Approaches to Underrepresented STEM Populations

• In Event: Consortium of State and Regional Educational Research Associations Distinguished Paper Session 2

Abstract

With Next Generation Science Standards, educators shifted from lecturer to facilitator using inquiry-based learning approaches. Teachers may express anxiety about this role reversal. This study addressed conflicting perspectives in the implementation of inquiry-based learning approaches. Social cognitive theory and social development theory provided a theoretical framework using self-efficacy and more knowledgeable other. The purpose of this qualitative phenomenology study was to gather research on 6-8th grade teachers’ perceptions of implementing inquiry-based learning approaches. Using criterion sampling, 15 teachers were selected based on specific characteristics. Data were transcribed using a three-part interview in which participants reviewed through member-checking. The study key findings resulted in six themes including student developed scientific voice, active questioning, and modified lesson planning.

Author

• Leslie Annette Birdon, Ouachita Parish School Board