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Practicing What We Teach: A Self-Study in Implementing an Inquiry-Based Curriculum in a Middle Grades Classroom

  • Published:
Journal of Science Teacher Education

Abstract

A science teacher educator returned to teaching adolescents after more than 10 years in the professoriate. We studied his beliefs, practice and daily use of inquiry pedagogy while implementing a reform-based curriculum. Reflection on practice was evidenced by a weekly journal, classroom observations and debriefings, and extensive interviews. Newly developed practical knowledge from this experience shifted the science teacher educator’s beliefs away from the Piagetian structuralism espoused in prescribed curricula towards a more culturally responsive, student-driven approach to teaching science to middle grades students. The merits and limitations of curricula attempting to follow traditional scientific practices are discussed.

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Author information

Authors and Affiliations

  1. Kennesaw State University, 1000 Chastain Road, Kennesaw, GA, 30144, USA

    Michael Dias

  2. Auburn University, 5040 Haley Center, Auburn, AL, 36849, USA

    Charles J. Eick

  3. Georgia State University, 30 Pryor Street, Atlanta, GA, 30303, USA

    Laurie Brantley-Dias

Authors
  1. Michael Dias
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  2. Charles J. Eick
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  3. Laurie Brantley-Dias
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Corresponding author

Correspondence to Charles J. Eick.

Appendices

Appendix 1: Interactions in Physical Science’s Table of Contents

Section A: Interactions and Energy

  • Unit 1: Building a Foundation

    • Cycle 1: Science Experiments

    • Cycle 2: Introducing Interactions

    • Cycle 3: Interactions and Properties

  • Unit 2: Interactions and Energy

    • Cycle 1: Energy Description of Interactions

    • Cycle 2: Mechanical Interactions and Energy

Section B: Interactions, Forces, and Conservation

  • Unit 3: Interactions and Forces

    • Cycle 1: Mechanical Interactions and Forces

    • Cycle 2: Gravitational Interactions (Not Taught)

  • Unit 4: Interactions and Conservation

    • Cycle 1: Mass Conservation

    • Cycle 2: Energy Conservation

Section C: Interactions of Materials

  • Unit 5: Materials and Their Interactions

  • Unit 6: Physical Interactions and Phases (Not Taught)

  • Unit 7: Chemical Interactions (Not Taught)

Appendix 2

Interview Guide

Interview 1: Personal history and perspective on science teaching (12/28/06)

  • How did you become interested in science teaching?

  • Describe your past experiences as a middle grades science teacher.

  • How have your experiences as a teacher educator influenced your perspective on teaching science?

  • What do you hope to accomplish this semester in teaching 8th grade physical science?

  • How did you evaluate your teaching effectiveness in the past?

  • Describe the Interactions in Physical Science curriculum. Why did you choose this instructional program? How does it compare to the state adopted program?

  • What type of teaching methods did you use when you previously taught middle school science?

    • What does it mean to “teach science by inquiry methods”? (probe “guided” versus other forms of inquiry)

    • Discuss the importance of the “learning cycle” in your teaching.

  • What challenges did you face in your previous experiences as a middle school science teacher?

    • What challenges do you anticipate as you begin this teaching endeavor?

Interview 2: Reflecting on details of instructional design and implementation (6/15/07)

  • Review of RTOP ratings from lesson videos with discussion of differences in ratings

  • In what ways were you effective in your teaching role this semester?

  • Discuss some of your teaching challenges and how you tried to resolve them.

  • What have you learned about teaching adolescents?

  • Discuss the implementation of the guided inquiry science curriculum (probe strengths, weaknesses, constraints, dilemmas, troubleshooting, affective and cognitive assessment).

  • How has your experience as a teacher educator/researcher influenced your work as a teacher this semester?

  • How has this experience influenced your perspective as a teacher educator?

Interview 3: Reflecting on the meaning of the teaching experience (9/28/07 and 12/18/07)

  • Coresearchers discuss field notes, initial coding of journal, emerging themes, 9/28/07.

  • Unstructured interview: Coresearchers review transcript from first interview with participant describing practical knowledge for science teacher education emerging from the experience, 12/18/07.

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Dias, M., Eick, C.J. & Brantley-Dias, L. Practicing What We Teach: A Self-Study in Implementing an Inquiry-Based Curriculum in a Middle Grades Classroom. J Sci Teacher Educ 22, 53–78 (2011). https://doi.org/10.1007/s10972-010-9222-z

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  • DOI: https://doi.org/10.1007/s10972-010-9222-z

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