Elementary Teachers’ Beliefs About, Perceived Competencies for, and Reported Use of Scientific Inquiry to Promote Student Learning About and for the Environment

Research
TitleElementary Teachers’ Beliefs About, Perceived Competencies for, and Reported Use of Scientific Inquiry to Promote Student Learning About and for the Environment
Publication TypeJournal Article
Year of Publication2010
AuthorsForbes, CT, Zint, M
JournalThe Journal of Environmental Education
Volume42
Issue1
Pagination30 - 42
Date Published2010/09/17/
ISBN Number0095-8964
Keywordselementary science, elementary teachers, environmentlal education, science education, scientific inquiry
AbstractThis 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.
URLhttp://dx.doi.org/10.1080/00958961003674673