Examining Barriers to Implementation of Inquiry-Based Science: A Mixed Methods Study of 6th- 8th Grade Science Teachers in One Rural District

This mixed-methods study investigated barriers of implementation of an inquiry-based science curriculum in 6th- 8th grade classrooms in a single district. Data from online surveys and interviews were used to examine barriers to the implementation of the new program and identify possible ways to overcome those barriers. The barriers identified were related to time, testing and accountability, support, and mandated curriculum. Teacher collaboration was identified as the variable that supported fidelity of implementation. The implications of this study were related directly and indirectly to testing and accountability policies. The conflict between what is expected of educators and what educators see as best practices does exist