The Impact of an Inquiry-Based Geoscience Field Course on Pre-Service Teachers

Autor/inn/en	Nugent, Gwen; Toland, Michael D.; Levy, Richard; Kunz, Gina; Harwood, David; Green, Denise; Kitts, Kathy
Titel	The Impact of an Inquiry-Based Geoscience Field Course on Pre-Service Teachers
Quelle	In: Journal of Science Teacher Education, 23 (2012) 5, S.503-529 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1007/s10972-012-9283-2
Schlagwörter	Evidence; Preservice Teacher Education; Earth Science; Teaching Methods; Pedagogical Content Knowledge; Hands on Science; Inquiry; Statistical Analysis; Field Studies; Field Instruction; Science Education; Science Instruction; Higher Education + Suchen Sie Ihr Suchwort? Evidenz; Lehramtsstudiengang; Lehrerausbildung; Earth sciences; Geowissenschaften; Teaching method; Lehrmethode; Unterrichtsmethode; Pädagogische Kompetenz; Statistische Analyse; Praxisforschung; Praxisklasse; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	The purpose of this quasi-experimental study was to determine the effects of a field-based, inquiry-focused course on pre-service teachers' geoscience content knowledge, attitude toward science, confidence in teaching science, and inquiry understanding and skills. The field-based course was designed to provide students with opportunities to observe, compare, and investigate geological structures in their natural environment and to gain an understanding of inquiry via hands-on learning activities designed to immerse students in authentic scientific investigation. ANCOVA and MANCOVA analyses examining differences in outcome measures between students in the field experience (n = 25) and education students enrolled in the traditional, classroom-based course (n = 37) showed that students in the field course generally had significantly higher scores. Results provide evidence of the value of the field and inquiry-based approach in helping pre-service teachers develop the needed skills and knowledge to create effective inquiry-based science lessons. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10