Identifier	Diss 46
Author	Sack, Jeffrey D.
Title	Inquiry tasks in the elementary science classroom : what do teachers teach and what do students learn?
Publisher	Central Connecticut State University
Date of Publication	2009
Resource Type	Dissertation
Abstract	This mixed-methods study investigated the relationship between teacher content knowledge, self-efficacy, and pedagogical content knowledge exhibited by 4th grade teachers when instructing their students on the embedded inquiry tasks and the appropriateness of those tasks for students. Using interviews, surveys, and classroom observations, it was found that the statewide sample reported low content knowledge and self-efficacy for teaching science while district teachers showed higher than expected outcomes. This suggests that additional content knowledge adds to a teacher‘s self-efficacy and pedagogical content knowledge. In addition, it was found that the embedded inquiry task was cognitively appropriate for the 4th grade students, as long as they had repeated exposure to the content and teachers who had high levels of content knowledge, self-efficacy, and pedagogical content knowledge.
Subject	Science -- Study and teaching (Elementary) Science teachers -- Training of
Department	Department of Educational Leadership
Advisor	Beyard, Karen
Type	Text
Digital Format	application/pdf
Software	System requirements: PC and World Wide Web browser.
Language	eng
OCLC number	713734032
Rating

Inquiry tasks in the elementary science classroom : what do teachers teach and what do students learn?

Description