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Journal of Science Teacher Education

Erschienen in:

01.06.2008

Profiling the Beliefs of the Forgotten Teachers: An Analysis of Intern Teachers’ Frameworks for Urban Science Teaching

verfasst von: Irene U. Osisioma, Hedy Moscovici

Erschienen in: Journal of Science Teacher Education | Ausgabe 3/2008

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Abstract

The need to equip science teachers with knowledge, skills, and habits of mind to face the challenges of teaching science through inquiry informed this study, which analyzed the secondary science intern teachers’ beliefs about inquiry before, during, and following a series of 2 consecutive science methods courses in an attempt to document the effect of such experiences on their ability and willingness to infuse science inquiry in their science curricula. Nine science credentialing interns participated in the study. Data was gathered from their written reflections and various assignments throughout the methods courses. Results suggested that their beliefs changed significantly after the science methods courses. The implications of the study to secondary science teacher educators and researchers were highlighted.

Vorheriger Artikel Identification of the Most Critical Content Knowledge Base for Middle School Science Teachers

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Titel: Profiling the Beliefs of the Forgotten Teachers: An Analysis of Intern Teachers’ Frameworks for Urban Science Teaching
verfasst von: Irene U. Osisioma
Hedy Moscovici
Publikationsdatum: 01.06.2008
Verlag: Springer Netherlands
Erschienen in: Journal of Science Teacher Education / Ausgabe 3/2008
Print ISSN: 1046-560X
Elektronische ISSN: 1573-1847
DOI: https://doi.org/10.1007/s10972-008-9093-8

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