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ERIC Number: ED454047
Record Type: RIE
Publication Date: 2001-Apr
Pages: 26
Abstractor: N/A
Engaging in Science as Inquiry: Prospective Elementary Teachers' Learning in the Context of an Innovative Life Science Course.
Haefner, Leigh Boardman; Zembal-Saul, Carla
This study was undertaken to examine prospective elementary teachers' learning about science inquiry within the context of an innovative life science course developed specifically to meet the unique needs of elementary education majors. As part of the course, prospective teachers not only engaged in an extended science investigation, but also participated in a project designed to support elementary school children in experiencing inquiry-based science. The literature indicates that such experiences can have a powerful influence on teachers' developing understanding of science learning and teaching. In light of this, the research questions for this study are: (1) What do prospective elementary teachers learn about science inquiry within the context of the course?; and (2) In what ways do their experiences learning to do science inquiry influence prospective elementary teachers' understanding of science and science learning and teaching? (Contains 51 references.) (SAH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Seattle, WA, April 10-14, 2001).