Inquiry education in science classrooms: how teachers modify instructional behaviors following the Teaching Science as Inquiry (TSI) Aquatic Science Professional Development Program

Abstract

Using a multiple-case study approach, the effects of an inquiry-based professional development program on participants' use of inquiry strategies in the classroom were investigated. Participants included three teachers from the Oahu cohort of the Teaching Science as Inquiry (TSI) Aquatic Science professional development series. Data sources included the Inquiring into Science Inquiry Observational Protocol (Minner et al., 2010), my own post-observation reflection narrative, teacher post-observation instructional templates, and post-observation survey responses. All participants expressed that their use of inquiry-based instruction increased after the professional development, and observations supported their reports. Each case study participant was observed using a variety of inquiry techniques in his or her classroom including scientific investigations. These findings show that professional development programs can influence the instructional style of educators and help teachers become more familiar with inquiry philosophy, techniques, and behaviors.