The Right Answer for the Wrong Reason: Preservice Science and Mathematics Teacher Preferences and Explanations of Inquiry-Based Teaching

Elizabeth R. Goldberg, The University of Texas Rio Grande Valley
Taylor K. Darwin, University of Texas at Austin

This work is licensed under a Creative Commons Attribution 4.0 International License.

Abstract

Inquiry in science and mathematics education has a long and established history within the student-centered teaching movement because it can positively impact student learning, retention, and engagement. Yet few teachers have embraced these practices in the classroom. Potential reasons include misalignment of teachers’ attitudes about inquiry and a lack of understanding of what inquiry is and how to implement it in the classroom. This mixed-methods study compares these claims by examining preservice teachers’ attitudes and knowledge about inquiry-based teaching. Eighty-seven discussion posts were analyzed on preservice science and math teachers’ preferences for inquiry-based versus teacher-centered instruction at the beginning and end of their introductory methods course. While the novice science and math preservice teachers in this study overwhelmingly claimed to prefer inquiry-based instruction to teacher-centered, few were able to identify and articulate features specific to inquiry when asked to explain their preference. Most preservice teachers described other student-centered strategies, such as collaboration and active learning, or general teaching strategies, such as questioning, hands-on activities, and creating a fun and engaging environment. Implications and suggestions for the field are discussed.