Sentence examples for implement inquiry from inspiring English sources
Researchers have found that teachers' conceptions (Crawford, 2007) and beliefs (Fang, 1996; Richardson, 1996) strongly affect the way that they implement inquiry in the classroom.
In general, adequate understanding of NOS concepts is a necessary condition for science teachers to successfully implement inquiry learning in science classes.
Teachers' conceptions of inquiry may affect how they implement inquiry in the science classroom (Breslyn & McGinnis, 2012; Crawford, 2007; Wallace & Kang, 2004).
Some common constraints that teachers face when they implement inquiry lessons are: lack of collegial supervision (Brickhouse & Bodner, 1992), lack of pedagogical skills (Adams & Krockover, 1997), lack of time (Loughran, 1994), and insufficient guides for connecting curriculum and inquiry teaching (Adam & Krockover, 1997).
In other words, understanding science teachers' conceptions is predictive of how they implement inquiry-based instruction.
The school was chosen based on its efforts to implement inquiry-based instruction.
Therefore, teachers are able to develop their understanding of inquiry and successfully implement inquiry-based learning approaches.
International studies indicate that teachers, whether they are beginners or not, are challenged to implement inquiry-based instruction (Gallagher, 1989).
Two participant teachers agreed with conducting classroom observations and interviews because those data vividly display the beginning teachers' experiences and challenges as first year Science teachers who tried to implement inquiry-based instructions in their classroom.
Teachers must have opportunities to implement inquiry-based activities based on what they learned from professional development programmes and share their inquiry instruction with other teachers and professional development programmers in order to improve their inquiry teaching practices.
The method section of this study focuses on whether first-year science teachers are ready to implement inquiry-based instruction when they are situated in a school that is supportive of inquiry-based instruction.
