ERIC Number: ED465612
Record Type: RIE
Publication Date: 2002-Jan
Views of Science Teachers One-Three Years after a Pre-Service Inquiry-Based Research Course.
Suters, Leslie; Melear, Claudia T.; Hickok, Leslie G.
Longitudinal research is needed to investigate the effect of science teacher education programs. The impact of the program may not be evident until two or three years after the experience. This type of research can also assist in planning interventions and professional growth opportunities. Universities often do not take responsibility for tracking teacher graduates and determining the effectiveness of their training. To address the dearth of data, this study tracked graduates who received an inquiry course intervention, one to three years after completing the course. One of the goals was to track these teachers as they began teaching. If their responses to the course could be understood and if they use the inquiry methods advocated in the course in a way that promotes scientific literacy, other universities might be inclined to implement similar programs. Among other findings are that the use of inquiry and other experiences may not be detectable until after four years of teaching when the teacher has become more comfortable in the classroom. (Contains 16 references.) (Author/MVL)
Descriptors: Elementary Secondary Education, Higher Education, Inquiry, Longitudinal Studies, Methods Courses, Preservice Teacher Education, Science Teachers
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.