Developing Inquiry-based Instruction Skills

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With prior NSF support, an inquiry-oriented science content course was developed for use in a teacher-training program at Northeastern State University. The current proposal seeks to assess the effectiveness of this course by examining the use of inquiry strategies by teachers who graduated before and after the couse was redesigned.This project aims to study the effectiveness of science courses reformed to include inquiry strategies, and the impact of school context on teaching practice. The purpose is to document the knowledge and skills of Expert Teachers who effectively use inquiry-based instruction. This research will compare the effectiveness of in-service teachers who have taken the reformed science content course to teachers who took the non-reformed course in earlier years. Both groups will be compared to selected expert teachers.