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ERIC Number: EJ836819
Record Type: Journal
Publication Date: 2009-Apr
Pages: 8
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1082-3301
Utilizing Science Philosophy Statements to Facilitate K-3 Teacher Candidates' Development of Inquiry-Based Science Practice
Gilbert, Andrew
Early Childhood Education Journal, v36 n5 p431-438 Apr 2009
This study utilized pre-service teachers' philosophy statements to connect their beliefs for science teaching with inquiry-based constructivist classroom practice. The major findings of this study suggested that before entering the classroom prospective teachers are strongly aligned with inquiry-based, constructivist-based theories, and describe teaching science as a process approach. However, after entering public classrooms the teacher candidates often abandoned those notions of constructivist, inquiry-based science in favor of a more traditional approach to science instruction. This study addresses a method to engage prospective teachers in designing inquiry-based science pedagogy as well as developing their professional pedagogical confidence.
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: Early Childhood Education; Higher Education; Postsecondary Education; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A