| Chapter 1: | Introduction |
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(p. 32). Teaching Standard D: “Teachers of science design and manage learning environments that provide students with the time, space, and resources needed for learning science” [supporting inquiry] (p. 43). The NSES (NRC, 1996) stated: “At all stages of inquiry, teachers guide, focus, challenge, and encourage student learning” (p. 33). This points to the importance of preservice teachers’ acceptance of inquiry teaching and learning approaches, as well as their improved ability to implement inquiry teaching strategies.
Professional development over an extended period of time is needed in order to change teachers’ behavior (Akerson & Abd-El-Khalick, 2003; Akerson & Hanuscin (2007); Shymansky, Hedges, & Woodworth, 1990). Shymansky et al. stressed the importance of teacher in-service when asking teachers to move from the traditionally didactic method of teaching to an inquiry approach. In their study of the curricula of the 1960s and 1970s, only approximately 33% of the studies mentioned any type of teacher in-service regarding the implementation of new inquiry-type curricula. The researchers felt that the low percentage of teachers who participated in professional development may have been one of the reasons why the benefits of the inquiry curriculum compared to a traditional type of curriculum were not as great as previously indicated in an earlier study. Akerson and Hanuscin (2007) discussed the importance of experienced and supportive mentorship in the classroom and how this was necessary to sustain teachers’ change in practice. Supportive activities included providing feedback, brainstorming lesson ideas, and modeling lessons.
The Shymansky et al. (1990) study provided additional information about the change in preservice teachers’ thinking regarding inquiry in the science classroom. Lack of professional development was reported by respondents regarding in-service