ERIC Number: ED472911
Record Type: RIE
Publication Date: 2001-Jun
Reflective Journal Writing Paired with Inquiry-Based Science Instruction: Effects on Elementary Pre-Service Teachers' Science and Science Teaching Beliefs.
Bell, Glenda Love
This study investigates the influence of reflective journal writing paired with inquiry-based science instruction on preservice teachers' beliefs about science and science teaching. Students who enrolled in the integrated science course participated in journal writing and surveys. The course design was developed along educational change models advocated by the National Science Education Standards (NSES) and the National Council of Teachers of Mathematics (NCTM) standards. The journal responses from participants in the study indicate that the differences between elementary science learning experiences of the youngest students and the oldest students had no significant difference. The students' reflections show that their personal experiences in elementary science are fairly typical of what is known about elementary science teaching. (KHR)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: In: Proceedings of the Annual Meeting of the Association for the Education of Teachers in Science (Costa Mesa, CA, January 18-21, 2001). For full proceedings, see ED 453 083.