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Journal of Science Teacher Education

Erschienen in:

01.04.2013

Open Guided Inquiry Laboratory in Physics Teacher Education

verfasst von: Ville Nivalainen, Mervi A. Asikainen, Pekka E. Hirvonen

Erschienen in: Journal of Science Teacher Education | Ausgabe 3/2013

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Abstract

This study has investigated the use of an open guided inquiry laboratory course in which a group of pre-service teachers planned and implemented practical work for school purposes. A total of 32 pre-service teachers (physics, mathematics, and chemistry majors) participated in the study. Each participant wrote a reflective essay after completing the course, and three pre-service teachers were interviewed four times during the course. The results show that the use of an open guided inquiry environment provides support for pre-service teachers to discover the limits of their understanding of subject matter knowledge, allowing them to construct knowledge in a different kind of environment from any they had possessed previously, and helping them to understand the possibilities of practical work in teaching. In the course of developing their competence in these aspects, pre-service teachers also gain an understanding of various aspects of teachers’ knowledge.

Vorheriger Artikel Crossing the Border from Science Student to Science Teacher: Preservice Teachers’ Views and Experiences Learning to Teach Inquiry

Nächster Artikel Steps to Opening Scientific Inquiry: Pre-Service Teachers’ Practicum Experiences with a New Support Framework

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Titel: Open Guided Inquiry Laboratory in Physics Teacher Education
verfasst von: Ville Nivalainen
Mervi A. Asikainen
Pekka E. Hirvonen
Publikationsdatum: 01.04.2013
Verlag: Springer Netherlands
Erschienen in: Journal of Science Teacher Education / Ausgabe 3/2013
Print ISSN: 1046-560X
Elektronische ISSN: 1573-1847
DOI: https://doi.org/10.1007/s10972-012-9316-x

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