Exploring Preservice Elementary Teachers' Understanding of the Essential Features of Inquiry-Based Science Teaching Using Evidence-Based Reflection

Autor/inn/en	Seung, Eulsun; Park, Soonhye; Jung, Jinhong
Titel	Exploring Preservice Elementary Teachers' Understanding of the Essential Features of Inquiry-Based Science Teaching Using Evidence-Based Reflection
Quelle	In: Research in Science Education, 44 (2014) 4, S.507-529 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-013-9390-x
Schlagwörter	Preservice Teachers; Preservice Teacher Education; Elementary School Curriculum; Active Learning; Inquiry; Mentors; Evidence; Reflection; Field Experience Programs; Science Instruction; Student Teaching; Knowledge Level; Familiarity; Knowledge Base for Teaching; Protocol Materials; Protocol Analysis; Microteaching; Educational Practices + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Aktives Lernen; Evidenz; Praxisnahes Lernen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching practice; Unterrichtspraxis; Wissensbasis; Teaching theory; Theory of teaching; Unterrichtstheorie; Unterrichtsprotokoll; Bildungspraxis
Abstract	This study explored preservice elementary teachers' and their mentors' understanding of the essential features of inquiry-based teaching through the use of evidence-based reflection. The web-based video analysis tool (VAT) system was used to support preservice teachers' and mentors' evidence-based reflection during field experiences. Major data sources included VAT reflections and individual interviews. Data analysis indicated that the preservice teachers had been involved in various activities designed to support their understanding of inquiry features in a science methods class; they did not implement all of the features in their actual teaching. Both preservice teachers and mentors had difficulty connecting appropriate inquiry features to each teaching episode, which indicates their lack of understanding of inquiry. Both the preservice teachers and mentors had different levels of understanding for each feature. That is, they tended to understand certain features better than others. They interpreted each feature of inquiry-based science teaching too broadly. They also either had a teacher-centered view or tended to focus on issues unrelated to science teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10