ERIC Number: ED102076
Record Type: RIE
Publication Date: 1974-Nov-27
Reference Count: 0
A Comparative Study of the Effects of an Interdisciplinary Course in Inquiry on the Perceptions of Preservice Teachers.
DeMarte, Patrick J.; Sorgman, Margo I.
This study investigated the effects of an interdisciplinary course in inquiry on the self-perceptions of preservice teachers. Sample populations included an experimental group enrolled in an interdisciplinary inquiry course. Control groups comprised students enrolled only in a philosophy course in inquiry, students not enrolled in either course, and inservice teachers not enrolled in either course. A testing instrument rated the concepts of "myself as an inquirer" and "myself as a teacher in the conduct of inquiry" and opinion on the nature of inquiry. A summary of the findings concluded that the experimental inquiry group perceived (1) their inquiry teaching selves as more open to and pleased by the social stimulation of the inquiry mode of teaching, (2) themselves less comfortable as inquirers than did students in the philosophy of inquiry course, (3) the nature of inquiry as more truthful and perfect than did any of the other groups, and (4) the nature of inquiry as less structured and more responsive than the other control groups. Under the assumption that behavior follows perception, instruction of this nature is valuable for teaching any inquiry oriented discipline. (Author/DE)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: A paper presented to CUFA section of the National Council for Social Studies (Chicago, Illinois, November 1974)