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Journal of Science Teacher Education

Erschienen in:

01.02.2010

Development of Preservice Teachers’ Ability to Critique and Adapt Inquiry-based Instructional Materials

verfasst von: Ravit Golan Duncan, Vicky Pilitsis, Melissa Piegaro

Erschienen in: Journal of Science Teacher Education | Ausgabe 1/2010

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Abstract

Current standards emphasize student engagement with inquiry practices. However, implementing inquiry instruction is a formidable challenge for teachers as they often lack models for using and adapting inquiry-based instructional materials. Teacher education programs can provide scaffolded contexts for developing teachers’ ability to critique, adapt, and design inquiry-based materials. We describe a qualitative study of 17 preservice teachers enrolled in two consecutive science methods courses. The study characterizes the development of preservice teachers’ ability to critique and revise instructional materials. Our findings suggest that teachers improved in their ability to critique lesson plans and to suggest revisions that would make them more inquiry oriented. In particular, the teachers’ critiques and revisions increased in sophistication after engaging in instructional design activities during the second methods course.

Vorheriger Artikel Analysis of Essential Features of Inquiry Found in Articles Published in The Science Teacher, 1998–2007

Nächster Artikel Developing Elementary Teachers’ Understandings of Hedges and Personal Pronouns in Inquiry-Based Science Classroom Discourse

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Note that not all the subcategories were of different quality. Sometimes the subcategories merely represented different aspects that can be critiqued, for example, the Assessment category there were four sub-ideas (formative, individual accountability, written, and measures learning) that did not necessarily represent a less or more sophisticated critique.

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Titel: Development of Preservice Teachers’ Ability to Critique and Adapt Inquiry-based Instructional Materials
verfasst von: Ravit Golan Duncan
Vicky Pilitsis
Melissa Piegaro
Publikationsdatum: 01.02.2010
Verlag: Springer Netherlands
Erschienen in: Journal of Science Teacher Education / Ausgabe 1/2010
Print ISSN: 1046-560X
Elektronische ISSN: 1573-1847
DOI: https://doi.org/10.1007/s10972-009-9153-8

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