ERIC Number: EJ798545
Record Type: Journal
Publication Date: 2007
Abstractor: As Provided
Reference Count: 25
What Do Preservice Teachers Learn in an Inquiry-Based Science Methods Course?
Plevyak, Linda H.
Journal of Elementary Science Education, v19 n1 p1-13 Spr 2007
This study investigated how early childhood education (ECE) (PreK-3) preservice teachers' ideas about science education change as a result of implementing an inquiry-based curriculum within an ECE science methods course (ten-week quarter). Fifty-two preservice teachers, including 50 females and 2 males, with 2 members of an ethnic minority group were part of the study. The preservice teachers' knowledge and understanding of how to implement inquiry learning deepened over the ten-week period. The preservice teachers seemed to gain some confidence in implementing inquiry learning. Preservice teachers need to have focused science teaching time with primary students to strengthen and support their confidence, attitudes, and abilities to implement inquiry learning. Also, support for inquiry learning must come from K-12 educators as well as arts and science faculty, as this is where preservice teachers can develop substantive content knowledge within authentic science learning experiences.
Descriptors: Preservice Teachers, Methods Courses, Teacher Education Curriculum, Elementary Secondary Education, Pedagogical Content Knowledge, Teacher Effectiveness, Teaching Skills, Active Learning, Inquiry, Questionnaires, Pretests Posttests, Scientific Attitudes
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Authoring Institution: N/A