Breslyn and McGinnis 2011

ABSTRACT: Teachers’ use of inquiry has been studied largely without regard for the

disciplines in which teachers practice. As a result, there is no theoretical understanding of

the possible role of discipline in shaping teachers’ conceptions and enactment of inquiry.

In this mixed-methods study, conceptions and enactment of inquiry for 60 National Board

Certified Science Teachers (NBCSTs) across the secondary science disciplines of biology,

chemistry, earth science, and physics were investigated. A situated cognitive framework

was used. Through the analysis of portfolio text (n = 48) and participant interviews (n =

12), themes emerged for participants’ conceptions and enactment of inquiry. Findings

suggested that disciplinary differences exist between NBCSTs’ conceptions and enactment

of inquiry. Furthermore, individuals teaching in more than one discipline often held different

conceptions of inquiry depending on the discipline in which they were teaching. A key

implication was the critical importance of considering the discipline in understanding

science teachers’ varied conceptions and enactment of inquiry. C _ 2011 Wiley Periodicals,

Inc. Sci Ed 96:48 – 77, 2012

https://files.acrobat.com/a/preview/3de86ec0-cfdd-4c0b-b438-9d1df964f557

Your discipline affects your use of inquiry in your classroom.

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