Teacher Perceptions of Elasticity in Student Questioning

• In Event: Constructivism: Teacher Education and Characteristics

Abstract

Teacher perceptions about elasticity, or the capacity for students to pose and explore their own questions of interest during or after teacher-directed events show that they value student-directed inquiry. However, teachers feel they are unable to create or maintain elastic environments because of curriculum-centered expectations including standards, prescribed curriculum programs, and testing. Teachers in three schools from two districts were sent descriptive surveys, and were asked for their perceptions of their own classroom environments. The authors of the study investigated their value for elasticity, their usage of elastic environments, and any barriers that they perceived to preclude opportunities for student-directed inquiry.

Authors

• Brian A. Stone, Northern Arizona University

• Rachael Pearson, Kyrene School District