Teacher Perceptions of Inquiry-Based Instruction vs. Teacher-Based Instruction

This applied research was designed to analyze the effectiveness of inquiry-based instruction as compared to teacher-directed instruction in 5th-grade mathematics and science courses at the subject school. The subject school modified mathematics and science curriculum for 3 years and became an Alabama Math, Science, and Technology (AMSTI) [2009] school. AMSTI provided extensive professional development and ongoing support for the use of inquiry-based mathematics and science instruction. AMSTI also regularly sent kits of necessary materials to the subject school to support the implementation of inquiry-based mathematics and science instruction. The research interviewed current 5th-grade teachers and drew conclusions about the teachers’ perceptions of inquiry-based instruction in the broader curriculum as well as feelings of self-efficacy. Of note, many teachers discussed the importance of adequate time allowances to feelings of self-efficacy and the place of inquiry-based instruction in the broader curriculum.