Information Technology Reference
In-Depth Information
Table 23.2
List of participants
Name
Year course taken
Teaching experience
Lindsay
2004
2
Mark
2004
11
Mariya
2004
10
Alex
2004
5
Judy
2004
17
Andrew
2005
3
Susan
2005
4
Cindy
2005
10
Bill
2005
2
Trisha
2005
3
Kim
2006
17
Emily
2006
5
Mike
2006
10
Beth
2006
3
Jill
2006
6
Laura
2006
2
Jack
2006
5
Jessica
2006
6
Erin
2006
12
focus questions. A theme, as defined by Lindseth & Norberg (2004), is “a thread of
meaning that penetrates different parts of the text, either all or just a few” (p. 149).
The whole text was re-read to validate, or re-interpret the summaries and themes.
The interpretations were also read in conjunction with relevant literature on reform
and classroom inquiry. The literature provided a theoretical foundation for revising,
widening, and deepening understanding of the text.
Emerging Issues
Teachers' Conceptions of Classroom Inquiry
At the outset, the teachers expressed concerns about inquiry that stemmed from two
inter-related misconceptions. First, the reform agenda was understood as advocating
that
all
science subject content should be taught through inquiry; second, the teach-
ers believed that inquiry was a
unitary method
of teaching that required that students
should generate and pursue their own questions. Implementing inquiry would most
likely result in a loss of control over instructional time, curriculum content, and stu-
dents. “We all like things to be orderly and quiet,” Jill (2006)
1
wrote. “Inquiry is
neither. One never knows what baskets of problems will be encountered within the
process.” Laura (2006) wrote:
1
Dates designate the year in which the contribution was made.
