| Problem. The purpose of this study was: (1) to describe the nature of science teaching in New Jersey and where teachers were located on the instructional continuum from didactic to inquiry-oriented teaching, and (2) to examine factors that were associated with teacher location on the instructional continuum.;Methodology. Data came from two larger studies conducted by the Center for Policy Analysis of New Jersey at Rutgers University (CEPA-NJ) and supported by the National Science Foundation (NSF). It examined classroom interviews and observations of 54 fourth grade teachers throughout New Jersey from high, medium and low income schools.;Findings. The majority of teachers in the study were located toward the didactic end of the instructional continuum. Although few inquiry-oriented teachers were found, they organized their classes quite differently from those taking a more didactic approach. Teacher attitudes and beliefs, knowledge and skills, professional development and professional community were associated with teacher location.;Significance. This study provides educators with a better understanding of the variety of practice in elementary science teaching in a state undergoing standards-based reform efforts. Simultaneously, it contributes to the understanding of the factors that are associated with teacher location on the instructional continuum. |
