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PERC 2009 Abstract Detail Page

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Abstract Title: Seeing Inquiry in the Classroom From Multiple Perspectives
Abstract: This study investigates the implementation of scientific inquiry practices in the classroom in the context of the new Physics Union Mathematics curriculum. Extensive field notes and Reformed Teaching Observation Protocol (RTOP) scores from classroom observations and interview transcripts from a small sample of teachers form the data by which we conduct this investigation. These different sources provide us with multiple perspectives and rich qualitative and quantitative data for our study. From them, we construct a picture of what inquiry looks like in a PUM classroom, how teachers use the materials to implement inquiry-based approach in the classroom, what the roles are of both teachers and students, and how we can better prepare teachers to implement inquiry-oriented instruction using PUM. The teachers that participated in the study have varying years of teaching experience and experience practicing inquiry-oriented teaching.
Abstract Type: Contributed Poster

Author/Organizer Information

Primary Contact: Tara Bartiromo
Rutgers University
10 Seminary Place
New Brunswick, NJ 08901
Phone: 732 932 8496 ext 8339
Fax: 732 932 7552
Co-Author(s)
and Co-Presenter(s)
Eugenia Etkina