ERIC Number: ED465610
Record Type: RIE
Publication Date: 2002-Jan
Preservice Secondary Science Teacher Apprenticeship Experience with Scientists.
Brown, Sherri L.; Bolton, Kim; Chadwell, Nancy; Melear, Claudia T.
According to the National Science Education Standards, Standard A states that science students must have the abilities and understandings necessary to do scientific inquiry. The Standards explicitly state that small groups of students should hypothesize from prior experiences, construct explanations, evaluate explanations, design investigations, conduct experiments, gather data, analyze data, conduct peer reviews, communicate arguments, and reflect on the inquiry process. The student should be involved in at least one major investigation in which the student frames the question, designs the approach, estimates the time and cost, calibrates the instruments, conducts trial runs, writes the report, and responds to criticism. In order to successfully instruct students, the teacher also needs to be sufficient in research design. By apprenticing a preservice science teacher with a scientist, the teacher will experience doing real science. This study follows one such program and evaluated the participant's interview transcript, laboratory journal, and reflective summary to examine the participant's experience. Approximately one year after the apprenticeship experience, the researchers performed a short interview of the participants. The purpose of the study was to determine if there was transference of the apprenticeship experience into the classroom setting during the internship year. (Contains 15 references.) (MVL)
Descriptors: Higher Education, Inquiry, Mentors, National Standards, Preservice Teacher Education, Science Teachers, Scientists
For full text: http://aets.chem.pitt.edu.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: Proceedings of the Annual International Conference of the Association for the Education of Teachers in Science (Charlotte, NC, January 10-13, 2002); see SE 066 324.