Subject Matter Content Knowledge Research Articles

Exploring Teachers’ Mathematical Knowledge for Teaching and Its Influence on Students Achievement, Retention and Attitude towards Mathematics in Secondary Schools in Nigeria

The study explored the influence of teachers’ mathematical knowledge for teaching on students’ achievement, retention and attitude towards mathematics in secondary schools in Nigeria. The study was guided by three research questions and hypotheses. The study employed correlational survey research design. The population of the study comprised 3.5 million secondary school students and 100,000 mathematics teachers from the six geopolitical zones of Nigeria.The sample size for the study consisted of 500 secondary school students and 100 mathematics teachers, selected proportionally from each geopolitical zone.The primary research instrument for this study was a structured questionnaire designed to collect data on teachers’ MKT and students’ achievement, retention, and attitude towards mathematics. The content and construct validity of the instrument was established. The instrument had a reliability value of 0.76 determined using Cronbach alpha. Data obtained with the aid of the instrument were analysed using coefficient of determination and Pearson correlation. The results revealed significant positive relationship between the components of mathematical knowledge for teaching (MKT) and students’ achievement, retention and attitude towards mathematics. The study concluded that teachers’ mathematical knowledge for teaching (MKT)—which encompasses subject matter content knowledge (SMCK), pedagogical content knowledge (PCK), knowledge of learners’ learning difficulties (KLD), and understanding of learners’ misconceptions (ULM)—plays a significant role in shaping students’ achievement, retention, and attitude towards mathematics. It was recommended among others that school administrators should provide regular, targeted training programs to improve teachers’ subject matter content knowledge, pedagogical content knowledge, and ability to address students’ misconceptions, thereby enhancing student achievement, retention, and attitudes towards mathematics.

Teachers’ Pedagogical Content Knowledge and Subject Matter Content Knowledge: Is the Framework Still Relevant in Teaching of STEM

This paper takes a sociocultural perspective on the relevancy of Pedagogical Content Knowledge and Subject Matter Content knowledge in teaching and learning of STEM subjects. To teach learners according to today’s standards, teachers’ need to understand Pedagogical content Knowledge and subject matter content knowledge deeply and flexibly so they can help students create useful cognitive maps, relate to see how ideas connect across disciplines and to everyday life. Effective teaching and teacher characteristics, endorse clearly the role played by adequacy of teachers’ Pedagogical Content Knowledge and Subject Matter Content Knowledge as applied in the classroom teaching and learning encounters. Most of the features of effective teachers and effective teaching as a process indicate the necessity of application of the theory of social constructivism, to enhance teachers’ knowledge about prior knowledge of students and their socioeconomic backgrounds. Qualitative research method using classroom observation were used to collect data. Population was made up of 10 teachers in the University of Technology in South Africa. The sample for this investigation was drawn using purposive sampling technique. Classroom observation was analysed using rubric. The overall findings indicates that Pedagogical Content Knowledge and Subject Matter Content Knowledge, enhanced educators’ professionalism and improved quality of teaching and learning outcomes, including motivational levels of both teachers and learners in the classroom. Specifically, Pedagogical Content Knowledge and Subject Matter Content Knowledge facilitate teaching effectiveness and learning efficiency in the teaching of STEM subjects in the University of Technology. It is therefore critical for the University of Technology that are engaged in the teacher programmes to visit how Pedagogical Content Knowledge and Subject Matter Content Knowledge are purposely incorporated into the training programmes. It showed that component of teacher Pedagogical Content Knowledge and Subject Matter Content Knowledge generally is beginning to enhance teaching, learning and assessment positively in the classroom.

JUSTIFICATIONS FOR TEACHING LITERATURE

The role and importance of imaginative literature in L1 education is a topic of continuous debate. In Norway, working with imaginative literature in several genres, and from various linguistic origins, is only one of several components in the L1 subject. In this article, we present the results of a survey aiming to investigate what literature can and should do in school, according to teachers. Using a qualitative hermeneutic content analysis, we analyze and categorize the survey results. We are guided by an affirmative approach to teachers’ competences, discussing the extent to which respondents demonstrate subject matter content knowledge.
 Our analysis enables us to isolate eight categories of justification, many of which show significant overlap with central tenets in literary theory, the curriculum, and L1 scholarship. However, we also find indications that critical literacy is undervalued. Furthermore, the Norwegian curriculum arguably motivates an instrumental use of literature as a way of developing general literacy or adding perspectives to topics addressed in other subjects.
 We propose visualizing the justifications teachers express in a model taking into account two dimensions: 1) whether they imply a primary focus on the text, the reader, or the context including the author; and 2) whether their goal is benefitting the student (e.g., in terms of skills) or promoting societal change. This model is intended to provide a flexible typology which literary educators at any level can use in order to critically assess their practice.

Falling towards academia: a memoir about the changing nature of PETE

ABSTRACT Physical Education Teacher Education (PETE) has changed considerably over the past 40 years. This paper uses a personal memoir to trace the influences on PETE over the years. In particular, the memoir describes the early criticisms of PE as a university study and how such criticism spawned the development of what we now know as human movement studies or exercise and sport science degrees. The subject matter of these degree programs has become the de facto subject matter content knowledge for most PETE programs, and the author questions whether it is the most appropriate knowledge for HPE teachers working in contemporary school contexts. The paper also provides an ‘insider’ perspective on the major contextual influences that have led to changes in PETE and the staff who work in universities as HPE teacher educators.

Attributes of effective EFL teachers in Vietnamese context as perceived by students and teachers

Identifying characteristics of effective teachers has always been a topic of paramount importance. Accordingly, an extensive volume of theoretical endeavours and empirical research has been devoted to the investigation of typical attributes that effective teachers possess in diverse contexts. Yet, current understanding of the issue in Vietnamese setting remains limited. Given that perceptions about effective teachers’ qualities have been typically found to be highly context-bounded, gaining an insight into these attributes in this under-researched context is expected to provide a solid foundation for further attempts to improve the quality of teaching and learning. The present study responds to this pressing need by exploring the perceptions held by 200 learners and 22 teachers in a language school in Vietnam, employing questionnaires for collecting both quantitative and qualitative data. A theoretical framework adapted from Shulman’s (1986, 1987) model of teachers’ knowledge base was employed. Findings from the study revealed both convergence and mismatches in the perceptions held by the teacher and learner groups. As a whole, teachers, and learners convergently prioritised teachers’ subject matter content knowledge as most important, compared to pedagogical content knowledge and teachers’ identity and interactions with learners. Both groups also voted teachers’ ability to provide clear instructions and explanations as the most important pedagogical feature of effective teachers and uniformly downplayed the role of sociocultural knowledge and the ability to effectively use technology. More in-depth analyses, however, showed that teachers placed more importance over the pedagogical aspects of subject matter knowledge, language proficiency, and teaching methodology, whereas learners more appreciated the psychological and motivational aspects. In particular, the teacher participants highly valued the teachers’ ability of classroom management, material adaptation, and facilitating students’ engagement in learning activities. In contrast, qualities most desired by learners included a positive attitude towards the teaching career and teachers’ willingness to care, understand learners’ problems, encourage, and treat all students on a fair basis.

Elementary School English Teachers’ Beliefs and Classroom Practice Regarding Alternative Curricula

ABSTRACT This study analyzes interviews, observations, and documents to explore eight Taiwanese elementary school English teachers’ beliefs and classroom practices regarding the alternative curriculum, the school-based curriculum of alternative learning required courses under Taiwan’s 12-Year Basic Education plan. A conceptual framework on curriculum innovation based on empirical studies is proposed and the study has the following conclusions. A lack of congruence between government intention and the delivery in classrooms in pilot schools occurs due to English teachers’ beliefs. Four major problems are raised during the design and implementation of the alternative curriculum, including teachers’ conflicting beliefs about subject matter content knowledge, curriculum knowledge, language for instruction, and assessments. Trainings and professional learning for fostering teachers’ professional identity and competence are recommended for effective designs and implementations of the alternative curriculum.

Music instruction and reading performance: Conceptual transfer in learning and development

Background: This article reported on the developmental consequences of music instruction in Foundation Phase level of South African school context, specifically in relation to learners’ learning and acquisition of early reading abilities. Against the background of the recent upsurge in research interest on the subject of conceptual and skills transfer among primary school learners in South Africa, the article uses contemporary advances in theory to interrogate empirical research on the benefits of music instruction for successful acquisition of reading abilities. Aim: The study aimed to interrogate the question – and resuscitate debate about – how conceptual skills in one subject discipline could transfer to benefit the learning and development of related conceptual skills in a different but related subject discipline. Setting: The setting for the research was a boys-only public primary school located in a middle-class suburb of Cape Town, South Africa. Methods: Document analysis and observation of reading activities and the performance records of Foundation Phase learners was carried out by the first author, and the performance of a group that was part of the school’s music instruction programme was compared with that of a group that was not part of that programme. Results: The results suggested that participation in school music instruction might benefit primary school learners’ development of early reading abilities. Conclusion: This is especially so when instructional activities are purposefully structured to benefit cognate conceptual skills, with crucial implications for policy development and the organisation of subject matter content knowledge in primary schooling in contemporary South Africa.

English

Mathematics and Science education is very important for any nation to realise meaningful economic development. Most studies looking at this important aspect of education focus on post primary to tertiary education leaving the primary level which is a foundation for those levels making the story incomplete. This study explored the dynamics of primary school teaching of Mathematics and Science with respect to the subject matter content knowledge for Mathematics and Science by the pre-service and in-service primary school teachers in Lesotho. The study assessed the Mathematics and Science subject content of 85 first-year pre-service teachers at the College of Education and 22 in-service as reflected in their scores in the national examinations at three levels: Primary School Leaving Education, Junior Certificate and Cambridge School Certificate. This was followed by a questionnaire to assess their views on subject specialisation as a remedy for poor performance. The results revealed that there are some teachers who have never passed Mathematics and Science at any level of education examined nationally, thus making it difficult and uncomfortable for these teachers to teach these subjects effectively as demonstrated by 14% of the in-service teachers. A large majority (77%) recommended the introduction of subject specialisation to commence at primary school level in order to improve Mathematics and Science performance.   Key words: Mathematics and Science Education, primary school level, learner attainment, subject specialisation, Lesotho.

INVESTIGATING TEACHERS’ PROFESSIONAL COMPETENCE: A SYSTEMIC FUNCTIONAL LINGUISTIC ANALYSIS OF TEACHERS’ REPORT TEXTS

This research aims at observing the teachers’ professional competence by investigating the report texts written by three English teachers in a junior high school in terms of their schematic structures and linguistic features. To achieve this aim, a qualitative case study design involving analysis of English teachers’ report texts and interviews with these English teachers was employed in this research. The results of this research showed that generally the three English teachers have demonstrated sufficient ability in applying appropriate schematic structures and linguistic features relevant to the criteria of a report text. However, the results of this research also indicate that some improvements in understanding and writing a report text, especially in terms of schematic structure, linguistic features, and theme progressions, are needed to enhance the teachers’ subject matter content knowledge about report text.

Mathematics and biology teachers’ tacit views of the knowledge required for teaching: varying relationships between CK and PCK

Background: The knowledge that is required for teaching includes subject matter content knowledge (CK) and pedagogical content knowledge (PCK). Although CK and PCK are distinct components of the teachers’ knowledge, the distinction between those two components and the relationships between them are still underexplored. In a previous study, we showed that biology teachers that participated in a long-term professional development program view CK as an important component of the knowledge required for teaching biology, yet they see it as distinct from PCK. We wondered what are the views of mathematics teachers, who participate in a similar program, on the knowledge that is required for teaching and on the relationships between CK and PCK. In addition, we compared the participating mathematics and biology teachers’ tacit views of the knowledge required for teaching and on the relationships between CK and PCK. Results: We used the Repertory Grid Technique (RGT) as well as semi-structured interviews and a focus group, to elicit mathematics (n =13) and biology (n =16) teachers’ tacit views about the knowledge that is required for teaching. The results show that both mathematics and biology teachers view CK as a significant component of their teaching practice. However, whereas mathematics teachers tend to view CK and PCK as related entities, biology teachers tend to view them as separate. Conclusions: The main contribution of this study is in exposing that teachers from different disciplines may view differently the importance of high-level CK to their practice. The differences among the participating mathematics and biology teachers’ tacit views of the relationships between CK and PCK may aid in the design of professional development programs for mathematics and biology teachers. It is important to draw attention to the ability to recognize the tacit relationships between CK and PCK and to articulate these relationships in planning professional development programs.

Mathematical Content Knowledge for Teaching Elementary Mathematics: A Focus on Fractions

IntroductionElementary teachers need a solid understanding of so that they can teach it as a coherent, reasoned activity and communicate its elegance and power (Conference Board of Mathematical Sciences [CBMS], 2001, p. xi}. However, research studies on prospective teachers' knowledge have shown that many possess a limited knowledge of in key content areas as number (e.g.. Ball, 1990a; Thanheiser, 2009; Tobias, 2013}. This is particularly true in case of which, along with ratio and proportion, Lamon (2007} calls, the most protracted in terms of development, most difficult to teach, most mathematically complex, most cognitively challenging, most essential to success in higher and science, and one of most compelling research sites (p. 629}.The National Mathematics Advisory Panel (2008} affirmed that with fractions is a major goal for K-8 education because such proficiency is foundational for algebra and, at present time, seems to be severely underdeveloped (p. xvii}. Therefore, developing proficiency in prospective elementary teachers (PTs} is a critical task for educators. As authors of Mathematical Education of Teachers, Part 1 suggest, The key to turning even poorly prepared prospective elementary teachers into mathematical thinkers is to work from what they do know (CBMS, 2001, p. 17}. Thus, in order to design courses for prospective teachers that will help them to develop solid understanding of mathematics called for by Conference Board of Mathematical Sciences (2001}, including a deep understanding of and with fractions, we must begin by determining what it is that PTs know. In this paper, we discuss main findings from a research summary of existing studies on prospective elementary teachers' fraction knowledge to identify directions for future research.Theoretical FrameworkIn looking at teacher knowledge, we begin by examining work of Shulman (1986], who proposed three categories of content knowledge for teachers: (a] subject matter content knowledge, (b] pedagogical content knowledge, and (c] curricular knowledge. For Shulman, subject matter content knowledge includes knowing a variety of ways in which the basic concepts and principles of discipline are organized to incorporate its facts and truth or falsehood, validity or invalidity, are established (p. 9]. Pedagogical content knowledge refers to knowledge of useful forms of representations (e.g., analogies, illustrations, explanations] of subject-matter ideas that make it understandable to others, as well as an understanding of conceptions and preconceptions students bring to learning processes. third type of knowledge, curricular knowledge, includes knowledge of a full range of programs designed for teaching of particular subjects and topics at a given level, variety of instructional materials available in relation to those programs, and set of characteristics that serve as both indications and contraindications for use of particular curriculum or program materials in particular circumstances (p. 10].Shulman's ideas on pedagogical content knowledge sparked a huge interest in knowledge for teaching, eliciting over a thousand studies (Ball, Thames, & Phelps, 2008] throughout a number of content areas, with a large number of these studies focusing on teachers' knowledge of (e.g., Ball et al., 2008; Davis & Simmt, 2006; Hiebert, 1986; Ma, 1999]. Deborah Ball and her colleagues introduced term mathematical knowledge for teaching (MKT) (e.g., Ball & Bass, 2002), which focused on work that teachers do when teaching mathematics.Building on Shulman's (1986) categories of knowledge, Ball, Thames, and Phelps (2008) introduced a framework for mathematical knowledge for teaching. …

A comparison of three frameworks for measuring knowledge for teaching mathematics

This paper presents a comparison of three different frameworks used in research projects aimed at measuring knowledge for teaching mathematics. As the included cases all build on Shulman’s theoretical framework for teacher knowledge, in which the categories subject matter content knowledge (CK) and pedagogical content knowledge (PCK) are central, his framework was used as a reference. To enable comparison across the frameworks, each framework’s categories were analysed and organized taxonomically. The results indicate agreement on a superordinate level. However, important differences were found in the operationalisation of the basic level categories mathematics CK and mathematics PCK. As the basic level normally represents clear communication of categories, this paper suggests that more attention to the operationalisation of basic level categories is needed.

Pedagogical Content Knowledge (PCK) Development in Statistics Teaching: What Content Knowledge does Mathematics Teachers have and Demonstrate during Classroom Practice?

This paper presents the findings on mathematics teachers' pedagogical content knowledge (PCK) in statistics teaching. Six mathematics teachers were initially selected for the study based on their school’s performance over two years in the senior certificate examination in mathematics, and the four top scorers in the a conceptual knowledge exercise (CKE) in statistics were finally selected for this study . The study adopted a qualitative research method. The data on the teachers’ PCK were collected through lesson observations, questionnaires, interviews, video recordings, teachers’ written reports, and document analyses. The results of the study show that the teachers possess topic specific subject matter content knowledge and use of procedural and conceptual knowledge to teach statistics in school mathematics. The implications for mathematics education programmes are discussed. DOI: 10.5901/mjss.2013.v4n14p191

Disciplinary Literacy and Pedagogical Content Knowledge

This review is a report of selected literature on theory, research, and practice in disciplinary literacy, primarily reading. To reflect the theme of this issue of the Journal of Education, the authors consider the ways this literature can be viewed through the lens of Pedagogical Content Knowledge (PCK) (Shulman, 1986) which includes: “subject matter content knowledge, pedagogical content knowledge, and curricular knowledge” (p. 9). Given the need for con tent area teachers to understand the complexities of the reading process when designing a curriculum in which reading is fundamental to the learners' acquisition of knowledge, this process is considered to be the “curricular” focus. Although each of these forms of knowledge is the subject of particular sections of the report, we concur with Shulman (1987) in noting that the ultimate task of the teacher is “blending” (p. 8) all the forms of knowledge in the service of effective instruction. This article was written, in particular, for practitioners and teacher educators who have responded to the recent focus on disciplinary literacy.

Examination physical education: adhering to pedagogies of the classroom when coming in from the cold

Background: Green and Thorburn claim that examination physical education now holds a dominant place in both the UK's national discourse and in the lives and careers of many teachers. Despite the move towards the academicisation of physical education and the proliferation of accredited qualifications in a number of countries, both of which have been celebrated by many physical educators, there is little research that investigates the actual process of teaching such courses.Purpose: The purpose of this paper is to explore how pedagogical change in examination physical education using collaborative learning was experienced by, and impacted on, pupils and teachers in one school during a year long, assessed unit of Advanced Subsidiary Level physiology and anatomy that formed part of a wider examination course in physical education.Methodology: The study took place in a comprehensive secondary school in the South East of England. With support from his head of department, a teacher attempted to modify his pedagogical approach away from the didactic approach that dominated his classroom-based teaching of AS Level physical education. Interviews were undertaken with the teacher and the head of department (HoD) both before the start of the course and after the exam results were published. Additionally, each student (n = 5) was interviewed and a wiki (which had been set up as a platform for collaborative learning within the group) was analysed for content and usage. The interviews were transcribed verbatim and each was independently analysed by the researchers. Data were subject to inductive analysis and constant comparison and key themes were drawn from this process.Findings: The paper examines the concerns about performance and engagement of pupils with AS physical education and interrogates the teachers' beliefs about the underpinning pedagogical issues in the teaching of this course. The teachers' expressed concern about the pedagogical knowledge and subject matter content knowledge for anatomy and physiology units. The process of changing the traditional teaching styles adopted for this unit is explored from both teacher and pupil perspectives. Finally, we consider the impact of the pedagogical changes on teachers, pupils and examination results.

Analysis of David's Classroom Practice: In Search of Teacher-Demonstrated Pedagogical Content Knowledge in Statistics Teaching

One of the teacher requirements for improving learners' achievements in mathematics is pedagogical content knowledge (PCK). Mathematics teachers need to possess adequate PCK in order to conduct efficient and quality classroom practice to enhance learners' achievement in statistics. But little is known about teacher-demonstrated PCK that could inform the quality of classroom practice for improving learners' performance in statistics. This article draws on the findings of a study on the PCK demonstrated by a teacher of statistics. For the purposes of this article, the teacher is referred to as David. Initially six mathematics teachers were chosen based on their school’s performance over two years in the senior certificate examination in mathematics. Four were then selected from the results of a conceptual knowledge exercise (CKE) in statistics. Lessons taught by one of the teachers were used to determine the teacher-demonstrated PCK in statistics. The study adopted a qualitative research method. The data on teachers’ PCK were collected through lesson observation, questionnaires, interviews, video recordings, teachers’ written reports and document analysis. The results indicated that the mathematics teachers demonstrated topic-specific subject matter content knowledge, knowledge of instructional skills and strategies, knowledge of learners' conceptions and learning difficulties in statistics teaching. It is concluded that an analysis of David's classroom practice provided us with an opportunity to identify the PCK that he demonstrated during statistics classroom practice. DOI: 10.5901/mjss.2013.v4n3p735

NÚMEROS DECIMAIS NA SALA DE AULA: OS CONHECIMENTOS DE UM GRUPO DE PROFESSORES E A RELAÇÃO COM SUA PRÁTICA PEDAGÓGICA

Este artigo apresenta uma pesquisa qualitativa desenvolvida com professores de uma escola municipal de Campo Grande/MS, que teve como objetivo investigar os conhecimentos de um grupo de educadores do 5º ano do Ensino Fundamental sobre números decimais e a relação com sua prática pedagógica. Para a coleta de dados foram realizadas observação das aulas de Matemática e cinco sessões de atividade, com os professores, sobre números decimais. A análise de documentos, como cadernos de alguns alunos e caderno de plano dos professores, e entrevistas semi-estruturadas foram também realizadas. Como referência para a organização dos dados foi utilizado o modelo teórico desenvolvido por Lee Shulman sobre a base de conhecimentos para o ensino, focando três vertentes: o conhecimento do conteúdo específico, o conhecimento pedagógico do conteúdo e o conhecimento curricular. Os resultados revelam a existência de lacunas no conhecimento específico sobre números decimais desses professores, as quais interferem em seu conhecimento pedagógico do conteúdo e também em seu conhecimento curricular, e tendem a influenciar a forma como organizam o processo de ensino e aprendizagem dos números decimais em sala de aula. Mostram a necessidade de reestruturação dos conhecimentos matemáticos básicos, necessários nos cursos de formação inicial e continuada para professores que atuam na Educação Infantil e anos iniciais do Ensino Fundamental. Palavras-chave: Educação Matemática; Conhecimentos dos professores; Números decimais. Agência financiadora: CAPES

Comparison of Perception on Science Teacher Preparation Courses by Beginner and Experienced Science Teachers

The purpose of this study is to investigate beginner and experienced Korean science teachers' perceptions about the science teacher preparation courses from which they graduated, and to compare them. The study was conducted as a qualitative study using in-depth interviews. For the study, interview questions were developed by the authors based on the questionnaire of 'The IMPPACT project' that was being conducted in America. The interview tool includes questions about their experience of science subject matter content knowledge, science pedagogical content knowledge, and general pedagogical content knowledge in their preparation courses. For the interview, seven beginning science teachers, less than five years of teaching experience, and five experienced science teachers, more than five years of teaching experience, were sampled from secondary schools in Korea. The research results are as follows: First, most of the beginner and experienced science teachers perceived that the teaching methods in the classes of science subject matter were not good model for teaching science in their secondary school, because they were not diverse enough and entailed mostly knowledge transfer just through lecture without teacher-student interaction. Second, most of the beginner science teachers perceived that they were affected positively by the teaching strategies and evaluation methods in the classes for science pedagogical subject matter and they could apply those strategies and methods in their current science teaching. Lastly, most of the beginner and experienced science teachers perceived that general pedagogical subject matter is important and prerequisite for science teaching in their schools, but the courses that they experienced at their university were not appropriate for their current teaching.

Pre-service physical education teachers’ perceptions of subject knowledge: Augmenting learning to teach

This paper explores pre-service teachers’ perceptions of subject knowledge as they learn to teach during a one-year postgraduate certificate in education (PGCE) programme in England. The article examines the impact of pre-service teachers’ previous experiences and individual subject knowledge profiles on their development during their PGCE course. In-depth, semi-structured interviews were conducted with 12 pre-service teachers (6 male; 6 female) over a period of three years at the beginning, middle and end of their 36-week teacher education programme in 2005/6. Pre-service teachers also completed weekly reflective commentaries on their learning to teach via a virtual learning environment (VLE). Analysis of the data involved the use of NVIVO software within a grounded theory framework. Pre-service teachers’ value judgements on aspects of their own subject knowledge, as well as the sources and means through which this knowledge was acquired are identified with a view to augmenting their learning experiences. The paper asserts that recent education reforms in England have restricted opportunities for pre-service teachers in England to develop their practical subject matter content knowledge and pedagogical content knowledge and concludes with recommendations to enhance the quality of the existing framework postgraduate teacher education in England.

K-12 Science and Mathematics Teachers’ Beliefs About and Use of Inquiry in the Classroom

A survey instrument was developed and administered to 1,222 K-12 mathematics and science teachers to measure their beliefs about and use of inquiry in the classroom. Four variables (grade level taught, content area taught, level of support received, and self-efficacy for teaching inquiry) were significantly correlated to two dependent variables, percentage of time that students are engaged in inquiry during a typical lesson and the perceived ideal percentage of instructional time that should be devoted to inquiry. Specifically, elementary school teachers reported using inquiry-based practices more than either middle-school or high-school teachers; similarly, elementary-school teachers believed such practices should be used more often. All groups, however, reported believing in an ideal percentage of time devoted to inquiry instruction that was significantly greater than their reported percentage of time actually spent on inquiry instruction. A disordinal effect was found between grade level taught and content area taught; at the elementary level, science teachers reported both an ideal and actual percentage of time on inquiry higher than those reported by the math teachers, while at the high school level math teachers reported both an ideal and actual percentage of time on inquiry higher than those reported by the science teachers. No correlations were found between typical and ideal percentage of time devoted to inquiry and subject matter content knowledge training, gender, years of teaching experience, or maximum degree earned.