ERIC Number: EJ999868
Record Type: Journal
Publication Date: 2013-May
Abstractor: As Provided
Reference Count: 34
Learning "to Do" and Learning "about" Inquiry at the Same Time: Different Outcomes in Valuing the Importance of Various Intellectual Tasks in Planning, Enacting, and Evaluating an Inquiry Curriculum
Syer, Cassidy A.; Chichekian, Tanya; Shore, Bruce M.; Aulls, Mark W.
Instructional Science: An International Journal of the Learning Sciences, v41 n3 p521-537 May 2013
Participants included 112 Year 1 and 54 Year 4 undergraduate preservice teachers, 21 continuing education students, and 18 honors psychology students. The programs provided different exposure to inquiry. Groups were compared on the importance attributed to specific building blocks (strategic demands) of inquiry instruction and learning, and prescriptions to enact inquiry curriculum. In MANOVA and discriminant analyses, Year 4 elementary preservice teachers and continuing education students accorded higher importance to a greater number of inquiry demands, and better understood how to implement an inquiry curriculum, than Year 1 student teachers. Honors psychology students, having done an inquiry project, resembled Year 4 preservice and continuing education teachers who also learned about inquiry, on the importance accorded to inquiry strategic demands. Teachers and student teachers identified a greater number of important elements of planning, enacting, and evaluating inquiry curriculum. Therefore, in preparation for teaching, both doing and learning about inquiry are important.
Descriptors: Continuing Education, Psychology, Student Teachers, Preservice Teachers, Discriminant Analysis, Inquiry, Comparative Analysis, Elementary School Teachers
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: email@example.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A