Abstract:
This dissertation examined elementary teachers’ beliefs and perceptions of effective
science instruction and documents how these teachers interpret and implement a model
for Inquiry-Based (I-B) science in their classrooms. The study chronicles a group of
teachers working in a large public school division and documents how these teachers
interpret and implement reform-based science methods after participating in a
professional development course on I-B science methods administered by the researcher.
I-B science teaching and its implementation is discussed as an example of one potential
method to address the current call for national education reform to meet the increasing
needs of all students to achieve scientific literacy and the role of teachers in that effort.
The conviction in science reform efforts is that all students are able to learn science and
consequently must be given the crucial opportunities in the right environment that
permits optimal science learning in our nation’s schools. Following this group of teachers
as they attempted to deliver I-B science teaching revealed challenges elementary science
teachers face and the professional supports necessary for them to effectively meet science
standards. This dissertation serves as partial fulfillment of the requirements for the degree
of Doctor of Philosophy in Education at George Mason University.
