Periódico: International
Journal of Science Education
Publicação: Volume 34, Number 14, 19 Jun 2012, pp.
2205-2229
Título do
artigo: Exposing the
Challenges and Coping Strategies of Field-Ecology Graduate Students
Abstract
Using the National Research
Council's inquiry continuum framework, we use a multiple-case study research
design to investigate the teacher- and student-directedness of elementary
preservice teachers’ planned and enacted science lessons and their pedagogical
reasoning about science instruction during a semester-long science methods
course. Our specific research questions were (1) What ideas do elementary
preservice teachers bring to a science teaching methods course about the
inquiry continuum? and (2) How do their ideas about the inquiry continuum
change over the course of the semester through engaging in planning, enactment,
and reflection upon science instruction? Participants’ course artifacts
(journals, reflective teaching assignments, and lesson plan rationales),
interviews, and field observations of their enacted science lessons served as
data for this study. Findings show that although the preservice teachers began
the semester defining inquiry as highly student-directed, their ideas and
definitions broadened over the course of the semester to include and embrace
more teacher-directed forms of inquiry. Their early science lessons were more
student-directed but, as they encountered challenges engaging in inquiry-based
instruction and increasingly emphasized students’ learning needs, they began to
plan and enact lessons that were more teacher-directed. Teacher education
programs need to explicitly emphasize these variations of inquiry as a core
component of supporting preservice teachers’ learning to teach science as
inquiry.
Keywords: Elementary school, Preservice, Inquiry\-based teaching, Teacher\-direction, Open vs. Guided inquiry, Inquiry continuum
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