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ERIC Number: ED457128
Record Type: Non-Journal
Publication Date: 2001-Mar
Pages: 18
Abstractor: N/A
Reflective Journal Writing in an Inquiry-Based Science Course for Elementary Preservice Teachers.
Bell, Glenda Love
This study examined the influence of reflective journal writing, paired with inquiry-based science instruction, on preservice elementary teachers' beliefs about science and science teaching. Participants actively interacted with scientific ideas and phenomena in class. They kept daily reflection journals, reacting to statements from various educational standards. Feedback was provided via discussion groups and written responses from the professor. Students completed the Science Teaching Efficacy Belief Instrument. Researchers used data from the surveys, student journals, observations, lesson plans, and discussions to analyze emergent themes (students' perceptions about science, their ability to teach science, and who can learn science). Reflective journal writing influenced student teachers' beliefs and attitudes toward science and science teaching. Students made connections between reaction statements and state science teaching competencies. The inquiry-based environment allowed students to contemplate their beliefs about their own competency and understanding of science and science teaching. Students came to believe that science could be fun and interesting to students and teachers and that science should be an important part of elementary students' learning. The experiences in class increased their own science content knowledge, and they felt more confident to modify lessons done in class for K-8 students. (Contains 25 bibliographic references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A