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Journal of Science Teacher Education

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01.12.2009

The Influence of Repeated Teaching and Reflection on Preservice Teachers’ Views of Inquiry and Nature of Science

verfasst von: Christine Lotter, Jonathan Singer, Jenice Godley

Erschienen in: Journal of Science Teacher Education | Ausgabe 6/2009

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Abstract

This study describes the influence of a secondary science methods program on secondary science preservice teachers’ views and enactment of nature of science and inquiry-based instructional practices. Built into the structure of this program were three cycles of practice teaching and reflection in which the preservice teachers focused on key pedagogical ideas in classroom settings with middle and high school students. The nine secondary preservice teachers improved both their understanding and enactment of inquiry and nature of science throughout the program period. This study provides evidence of the importance of incorporating multiple low-stakes practicum experiences that are closely tied to methods course goals that are highly scaffolded through both methods instructor and cooperating teacher support and tied to analytic self-reflection.

Vorheriger Artikel An Innovative Course Featuring Action Research Integrated with Unifying Science Themes

Nächster Artikel The Failure of Inquiry: Preparing Science Teachers with an Authentic Investigation

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Titel: The Influence of Repeated Teaching and Reflection on Preservice Teachers’ Views of Inquiry and Nature of Science
verfasst von: Christine Lotter
Jonathan Singer
Jenice Godley
Publikationsdatum: 01.12.2009
Verlag: Springer Netherlands
Erschienen in: Journal of Science Teacher Education / Ausgabe 6/2009
Print ISSN: 1046-560X
Elektronische ISSN: 1573-1847
DOI: https://doi.org/10.1007/s10972-009-9144-9

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