ERIC Number: EJ798810
Record Type: Journal
Publication Date: 2005
Abstractor: As Provided
Reference Count: 52
What Type and Level of Science Content Knowledge of Elementary Education Students Affect Their Ability to Construct an Inquiry-Based Science Lesson?
Luera, Gail R.; Moyer, Richard H.; Everett, Susan A.
Journal of Elementary Science Education, v17 n1 p12-25 Spr 2005
Although various governmental and professional organizations recommend that teachers use an inquiry-based approach to science education, most teachers do not use this pedagogy. Lack of content knowledge and/or insufficient skills in planning inquiry-based lessons may contribute to teachers' reluctance to utilize this methodological approach. This study explores the relationship between science content knowledge and inquiry-based lesson planning ability. The authors found a significant positive relationship between content knowledge and the ability to create an inquiry-based science lesson. These data are of great interest since proficiency in lesson-planning is believed to contribute significantly to the ability to teach an inquiry-based lesson. (Contains 1 table.)
Descriptors: Elementary Education, Science Instruction, Teaching Methods, Pedagogical Content Knowledge, Teaching Skills, Inquiry, Planning, Lesson Plans, Correlation, Elementary School Science, Preservice Teacher Education
Western Illinois University. Document and Publications Services, 1 University Circle, Macomb, IL 61455-1390. Tel: 309-298-1917; Fax: 309-298-2869; e-mail: DPS@wiu.edu; Web site: http://www.wiu.edu/users/jese/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Higher Education
Authoring Institution: N/A