An exploration of certain factors and skills impacting effective laboratory-centered, inquiry-focused science instruction

The research reported herein addressed the need to examine the impact of certain factors and skills that science teachers' professional judgments indicate as significant in being able to carry out inquiry focused laboratory centered instruction in grades 7--12. Four groups of practicing science teachers participated in the study. Group A included 16 urban science teachers who had previously completed long term professional development in the laboratory-centered, inquiry-focused approach to science instruction. Group B included 24 urban science teachers who had not received long term professional development. Group C included 13 science teachers from suburban school districts, most of whom received no long term professional development in the laboratory-centered, inquiry-focused approach to science instruction. Group D was derived from groups A, B, and C and were identified, following criteria, to have a clear understanding of the inquiry focused approach to science instruction as described by the Levels of Inquiry Matrix.;A survey instrument, developed to obtain the professional judgments of teachers, was designed so that the results could be analyzed using nonparametric statistics. The survey requested that the teachers rate 19 factors that had an impact on their ability to carry out laboratory-centered, inquiry-focused instruction. The survey also collected data about the environments in which these teachers carry out instruction as well as the skills that the teachers believe should be developed by students from involvement in this approach to science instruction.;Results indicate that science teachers from all four study groups agreed that access to laboratory facilities, safety equipment, and laboratory instruments are most important to be able to effectively carry out instruction that is laboratory centered and inquiry focused. Other factors ranked behind these but also highly rated were teacher training, administrative support, laboratory supplies, and laboratory space. The four study groups also agreed that the ability to follow directions and critical thinking are the most important skills for students to develop as they experience laboratory-centered, inquiry-focused science instruction.