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ERIC Number: ED473042
Record Type: Non-Journal
Publication Date: 2003
Pages: 22
Abstractor: N/A
Reference Count: N/A
Inquiry Based Science: A Constructivist Approach in Teacher Education.
Cole, Donna J.; Ryan, Charles W.; Tomlin, James A.
This paper presents an integrative model for developing collaborative academic structure between education and science/mathematics content departments. The model was developed through active partnerships with selected professional development schools (PDS PreK-12), College of Science and Mathematics faculty, and teacher educators in a professional College of Education. Survey results indicate that joint faculty appointments between academic departments and education, in tandem with clinical faculty appointments for PreK-12 teachers, lead to strong inquiry-based science courses for preservice teacher education candidates. Joint teaching of science courses was aligned with a constructivist approach and resulted in inquiry based science/mathematics courses taught to interns at PDS. Faculty with joint appointments between education, science, and mathematics successfully achieved tenure. (Contains 23 references.) (SM)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A