Pursuing Inquiry: What Professionals in Science Education Say in the Midst of COVID-19 Pandemic

• In Event: AERA Roundtable Session 13
  In Roundtable Session: Exploring In-Service Science Teachers' Professional Learning and Instruction

Abstract

Many teachers face challenges in teaching inquiry science in the midst of the Covid-19 pandemic mostly because of the change of teaching mode from physical to virtual or lack of pedagogical skills to prompt inquiry in a remote setting. Students face challenges too that renders learning inquiry hard to launch at home. This study focuses on analyzing and interpreting the interview responses from pre-service science teachers, in-service science teachers, and science educators to understand their lived experiences of engaging inquiry during the pandemic. Preliminary findings of revitalizing nature of science as reputable sources, pursuing inquiry as intelligent failure, and experiencing inquiry as educational change will facilitate discussion of this guiding theme. Implications for post-pandemic teacher education are discussed.

Authors

• Yanhong Moore, Texas Tech University

• Jeasik Cho, Texas Tech University

• Jianlan Wang, Texas Tech University

• Emily Lahr, Texas Tech University