Research in Science Education

, Volume 43, Issue 2, pp 809–825

How to Help Teachers Develop Inquiry Teaching: Perspectives from Experienced Science Teachers


DOI: 10.1007/s11165-012-9292-3

Cite this article as:
Tseng, CH., Tuan, HL. & Chin, CC. Res Sci Educ (2013) 43: 809. doi:10.1007/s11165-012-9292-3


This study has two purposes: the first is to explore experienced science teachers’ perspectives on inquiry teaching, and the second is to categorize these perspectives into patterns. Fifteen junior high school science teachers experienced at inquiry teaching were selected, and a semi-structured interview was conducted to collect the teachers’ perspectives on inquiry and inquiry teaching. The findings indicate that these experienced science teachers hold multiple perspectives on inquiry and inquiry teaching. The two patterns generated from these teachers’ perspectives of inquiry and inquiry teaching were systematic-based inquiry instruction and learning-based inquiry instructions. Suggestions for science teacher educators are discussed in this paper.


Inquiry teaching Science teacher Teachers’ perspectives 

Copyright information

© Springer Science+Business Media B.V. 2012

Authors and Affiliations

  • Chung-Hsien Tseng
    • 1
  • Hsiao-Lin Tuan
    • 1
  • Chi-Chin Chin
    • 2
  1. 1.Graduate Institute of Science EducationNational Changhua University of EducationChanghua CityRepublic of China
  2. 2.Department of Science Application and DisseminationNational Taichung University of EducationTaiChungRepublic of China

Personalised recommendations