TY - JOUR AU - Conner, Nathan AU - Reiling, Bryan AU - Stripling, Christopher T. AU - Kreifels, Matt AU - Monheim, Angie PY - 2021/01/21 Y2 - 2024/03/29 TI - Examining inquiry-based learning stages of concern for high school agriscience teachers JF - Advancements in Agricultural Development JA - Adv Ag Dev VL - 2 IS - 1 SE - Articles DO - 10.37433/aad.v2i1.75 UR - https://agdevresearch.org/index.php/aad/article/view/75 SP - 14-25 AB - <p>There is documented need for improvement of science comprehension amongst high school students in the United States, and inquiry-based learning (IBL) is a recommended teaching strategy to improve science comprehension.&nbsp; Several researchers have focused on examination of learning outcomes for students, but few have researched the concerns of teachers who may wish to adopt IBL methodology.&nbsp; This study used the stages of concern questionnaire to profile ten Midwest high school agriscience teachers’ concerns regarding implementation of IBL, before and after participation in a year-long professional development program where IBL lessons were developed and used in the participants’ high school classrooms. Results indicated that while some participants showed a positive progression in their stage of concern, most professional development program participants did not progress in their concern stage, and some developed increased resistance to IBL as a teaching strategy. This suggests that teachers may need more robust and tailored support when adopting IBL for their classrooms.&nbsp;</p> ER -