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ERIC Number: EJ1188484
Record Type: Journal
Publication Date: 2013
Pages: 24
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1087-3430
Learning to Teach Science through Inquiry: Experiences of Preservice Teachers
Binns, Ian C.; Popp, Shannon
Electronic Journal of Science Education, v17 n1 2013
This investigation explored the experiences of a cohort of preservice science teachers learning to teach science in their student teaching placements. Specifically, this investigation explored using inquiry instruction from the perspective of the preservice teacher. Participants included seven preservice biology teachers enrolled in a one-year Master of Arts in Teaching program. One part of this program was to learn different ways to teach science, with one aspect focusing on inquiry instruction. Data sources included three open-ended surveys and two semi-structured interviews. A constant comparative approach was used for data analysis to understand the experiences of the preservice teachers during their student teaching placements. Results indicate that at the start of their student teaching placements, participants held favorable views of inquiry instruction and anticipated its use in the classrooms. However, opportunities to observe these methods in their mentor teacher's classrooms were limited. This investigation reveals that while reform documents, as well as the majority of science educators, emphasize inquiry instruction, preservice teachers do not have the opportunities to practice this type of instruction during their student teaching placements. The successes and limitations of inquiry that did occur during their student teaching placements, as well as reasons preventing the use of inquiry, are explored.
Southwestern University and Texas Christian University. TCU Box 297900, Fort Worth, TX 76129. Tel: 817-257-6115; e-mail: ejse@southwestern.edu; Web site: http://ejse.southwestern.edu
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A