NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1037591
Record Type: Journal
Publication Date: 2013-Oct
Pages: 19
Abstractor: As Provided
Reference Count: 44
ISBN: N/A
ISSN: ISSN-1571-0068
Scaffolding the Inquiry Continuum and the Constitution of Identity
Melville, Wayne; Bartley, Anthony; Fazio, Xavier
International Journal of Science and Mathematics Education, v11 n5 p1255-1273 Oct 2013
This article considers the impact of scaffolding on pre-service science teachers' constitution of identities as teachers of inquiry. This scaffolding has consisted of 2 major components, a unit on current electricity which encompasses the inquiry continuum and an open inquiry which is situated in context of classroom practice. Our analysis indicates 2 major themes. The first is the importance of scaffolding inquiry as a strategy for engaging in the discourses, experiences, and emotions that are foundational to the constitution of identity from the post-structural perspective. The second theme is that the opportunity to conduct an open inquiry, while concurrently considering its pedagogical implications, provides our pre-service teachers with an appreciation of the value of inquiry.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A