Elementary Teachers’ Beliefs About, Perceived Competencies for, and Reported Use of Scientific Inquiry to Promote Student Learning About and for the Environment
Elementary Teachers’ Beliefs About, Perceived Competencies for, and Reported Use of Scientific Inquiry to Promote Student Learning About and for the Environment
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小学教师对科学探究促进学生学习环境和环境的看法、认知能力和报告使用情况
DOI：
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发表时间：
2010
期刊：
影响因子：
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通讯作者：
M. Zint
中科院分区：
文献类型：
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作者：
C. Forbes;M. Zint
本探索性研究调查了小学教师的信念，感知能力，并报告使用科学探究，以促进学生对环境问题的学习和环境决策和行动。通过一个简单的小学教师和周围的中西部大学社区（n = 121，r = 52%）的随机抽样问卷调查收集数据。受访者没有区分调查的做法，促进学生学习和环境。虽然受访者认为他们应该参与这些实践，但他们对自己这样做的能力不太有信心，并且报告说他们很少花时间参与这些实践。然而，研究结果也表明，方法课程和专业发展可以支持小学教师使用基于探究的教学和环境。
This exploratory study investigated elementary teachers’ beliefs about, perceived competencies for, and reported use of scientific inquiry to promote students’ learning about environmental issues and for environmental decision making and action. Data were collected through a questionnaire administered to a simple random sample of elementary teachers in and around a Midwestern university community (n = 121, r = 52%). Respondents did not differentiate between inquiry practices that promote student learning about and for the environment. While respondents believed that they should engage in these practices, they were less confident in their ability to do so, and reported spending little time engaging in these practices. Results also suggest, however, that methods courses and professional development can support elementary teachers’ use of inquiry-based teaching about and for the environment.