Inquiry Instructional Practice in Middle School Science Classes: Applying Vroom's Valence-Instrumentality-Expectancy Theory of Motivation

Autor/inn/en	Alston, Daniel M.; Marshall, Jeff. C.; Zambak, V. Serbay
Titel	Inquiry Instructional Practice in Middle School Science Classes: Applying Vroom's Valence-Instrumentality-Expectancy Theory of Motivation
Quelle	In: Science Educator, 26 (2017) 1, S.1-10 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1094-3277
Schlagwörter	Science Instruction; Middle School Teachers; Secondary School Science; Expectation; Motivation; Inquiry; Teaching Methods; Teacher Attitudes; Beliefs; Knowledge Level; Theories; Science Teachers; Faculty Development; Student Responsibility; Learner Engagement; Teacher Role; Prior Learning + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Expectancy; Erwartung; psychologische; Motivation (psychologisch); Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Belief; Glaube; Wissensbasis; Theory; Theorie; Science; Science teacher; Wissenschaft; Lehrerrolle; Vorkenntnisse
Abstract	One could argue that attitudes, knowledge, beliefs, and differing definitions and perceptions can all affect science teachers' motivation to engage in inquiry practices. Better understanding what motivates science teachers' instructional behaviors can result in improved efforts by researchers to align their instruction with quality inquiry-based instruction. By improving the effectiveness of professional development (PD) programs, we can begin to decrease the disconnect between current teaching practice and the expectations stated in the "Next Generation Science Standards" ("NGSS"). This study seeks to determine whether Vroom's Valence-Instrumentality-Expectancy (VIE) Theory of Motivation can help explain science teachers' enactment of newly learned inquiry-based teaching practices. Specifically, the purpose of this study is to determine if Vroom's theory provides insight into teacher practice of inquiry instruction by examining teachers' ability beliefs, value of inquiry instruction, and instrumentality beliefs. Additionally, the authors were also interested to see if teachers' knowledge of inquiry instruction could be an important factor. The research questions for this study include: (1) which constructs within Vroom's VIE Theory of Motivation are related to teachers enacting quality inquiry-based instruction; and (2) how and to what extent can teachers' knowledge of inquiry instruction help explain teachers' enactment of inquiry? (ERIC).
Anmerkungen	National Science Education Leadership Association. P.O. Box 3406, Englewood, CO 80155. Tel: 720-250-9583; Fax: 303-200-7099; Web site: https://www.nsela.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01