ERIC Number: ED470928
Record Type: RIE
Publication Date: 2001-Nov-10
Introducing Investigation into the Teaching and Learning Experiences of New Teachers of Science.
Cavicchi, Elizabeth; Hughes-McDonnell, Fiona
School students, and their teachers, seldom have opportunities to investigate something in nature. Yet children's development, as perceived by Piaget, and historical scientists' learning, involves investigation. We acted to include these investigative responses and historic resources into our work with new science teachers. We did this in the context of the university science education course required of twenty-five preservice teachers of middle school and high school. We codeveloped and cotaught this course as a research process, including: activities with materials; personal investigations of nature and the classroom; reflective writing and discussions on historical readings; and personal philosophies of education. We engaged the teachers as investigative learners, hoping that the activities we created would encourage them to adapt these experiences into their teaching. The new teachers deepened their understanding of learning through drawing, observing, and investigating. This paper presents layered experiences that evolved within the course, discussions, teachers' reflections, and two investigations: a squash seed's growth and daily observation of the moon. As these new teachers prepared to take on full classroom responsibilities, they felt tensions between exam-driven constraints on school curriculum, and the questioning processes of their investigative learning. In reflection, we feel their work raises a question: can teacher education courses become places where teaching and learning evolves investigatively? (Contains 38 references.) (Author/MM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the History of Science Society (6th, Denver, CO, November 8-11, 2001). Some figures may not reproduce well.