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ERIC Number: EJ898321
Record Type: Journal
Publication Date: 2010
Pages: 7
Abstractor: As Provided
Reference Count: 32
ISSN: ISSN-0047-231X
An Inquiry-Based Biology Laboratory Improves Preservice Elementary Teachers' Attitudes about Science
Tessier, Jack
Journal of College Science Teaching, v39 n6 p84-90 Jul-Aug 2010
Inquiry-based instruction is gaining favor in college classrooms because it improves scientific skills as well as critical thinking. As we seek ways to improve science education, elementary school is increasingly becoming an embattled component because of decreased time spent on science during those years. The approach that elementary educators take to science will be critical in making the most of time spent on science in their classrooms. This research examines the influence of an inquiry-based introductory biology laboratory on preservice elementary teachers' perspectives on science and how to teach it. The implementation of the inquiry-based biology laboratory improved preservice elementary teachers' opinions about science and affected their opinions about how science is best taught. These preservice elementary teachers appreciated the flexible and self-directed structure of the inquiry-based format and expected to use exercises from the inquiry-based lab in their future classrooms. These results suggest that the use of inquiry-based laboratories in teacher education programs will encourage preservice elementary teachers to use inquiry in their future classrooms. (Contains 3 figures.)
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A