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ERIC Number: EJ849720
Record Type: Journal
Publication Date: 2009
Pages: 15
Abstractor: As Provided
Reference Count: 19
ISSN: ISSN-1090-185X
Elementary Preservice Teachers' Experience with Inquiry: Connecting Evidence to Explanation
Park Rogers, Meredith A.
Journal of Elementary Science Education, v21 n3 p47-61 Sum 2009
This study examined preservice teachers' understanding of the syntactic structures of inquiry; in particular, what it means to give priority to evidence and how to use evidence to construct explanations. Data were collected from student journals, the course syllabus, the assignment description, and weekly lesson plans. The use of content analysis methods resulted in three assertions: (1) the students relied mainly on their sense of sight and not on all senses to make observations; (2) they had difficulties giving priority to the evidence gathered to formulate explanations; and (3) they needed multiple opportunities in class to explicitly discuss and reflect on their understandings. This study has implications for teaching elementary science methods and for teacher educators interested in conducting self-study research. (Contains 1 table.)
Western Illinois University. Document and Publications Services, 1 University Circle, Macomb, IL 61455-1390. Tel: 309-298-1917; Fax: 309-298-2869; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A