The Influence of Repeated Teaching and Reflection on Preservice Teachers' Views of Inquiry and Nature of Science
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| Title: | The Influence of Repeated Teaching and Reflection on Preservice Teachers' Views of Inquiry and Nature of Science |
|---|---|
| Language: | English |
| Authors: | Lotter, Christine, Singer, Jonathan, Godley, Jenice |
| Source: | Journal of Science Teacher Education. Dec 2009 20(6):553-582. |
| Availability: | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 30 |
| Publication Date: | 2009 |
| Intended Audience: | Teachers |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Student Teaching, Preservice Teachers, Middle Schools, High Schools, Reflection, Science Teachers, Science Education, Science Instruction, Instructional Effectiveness, Educational Strategies, Program Effectiveness, Teacher Attitudes, Methods Courses, Scientific Principles, Cooperating Teachers, Teaching Methods, Secondary School Science, Inquiry |
| DOI: | 10.1007/s10972-009-9144-9 |
| ISSN: | 1046-560X |
| Abstract: | This study describes the influence of a secondary science methods program on secondary science preservice teachers' views and enactment of nature of science and inquiry-based instructional practices. Built into the structure of this program were three cycles of practice teaching and reflection in which the preservice teachers focused on key pedagogical ideas in classroom settings with middle and high school students. The nine secondary preservice teachers improved both their understanding and enactment of inquiry and nature of science throughout the program period. This study provides evidence of the importance of incorporating multiple low-stakes practicum experiences that are closely tied to methods course goals that are highly scaffolded through both methods instructor and cooperating teacher support and tied to analytic self-reflection. |
| Abstractor: | As Provided |
| Entry Date: | 2009 |
| Accession Number: | EJ862506 |
| Database: | ERIC |
| Abstract: | This study describes the influence of a secondary science methods program on secondary science preservice teachers' views and enactment of nature of science and inquiry-based instructional practices. Built into the structure of this program were three cycles of practice teaching and reflection in which the preservice teachers focused on key pedagogical ideas in classroom settings with middle and high school students. The nine secondary preservice teachers improved both their understanding and enactment of inquiry and nature of science throughout the program period. This study provides evidence of the importance of incorporating multiple low-stakes practicum experiences that are closely tied to methods course goals that are highly scaffolded through both methods instructor and cooperating teacher support and tied to analytic self-reflection. |
|---|---|
| ISSN: | 1046-560X |
| DOI: | 10.1007/s10972-009-9144-9 |
