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| Autor/inn/en | Nhlengethwa, Khanysile Brenda; Govender, Nadaraj; Sibanda, Doras |
|---|---|
| Titel | Primary School Pre-Service Teachers' Enactment of Inquiry-Based-Science Teaching |
| Quelle | In: Education 3-13, 49 (2021) 3, S.288-301 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0300-4279 |
| DOI | 10.1080/03004279.2020.1854958 |
| Schlagwörter | Elementary School Teachers; Preservice Teachers; Active Learning; Inquiry; Science Instruction; Foreign Countries; Lesson Plans; Teacher Competencies; Eswatini |
| Abstract | This research explored Eswatini final year primary pre-service teachers' (PSTs) inquiry-based-science teaching (IBST) competencies. In the first phase of the larger study, 34 pre-service teachers' understanding of IBST was assessed. This paper reports on the second phase of the study where six of the PST volunteered to take part in after-questionnaire interviews to obtain deeper insights into their understanding of IBST. Their lesson plans, classroom observation recordings, and semi-structured lesson interviews were used to gather evidence pertaining to how they enact IBST in schools. Data were analysed using Furtak's conceptual framework of IBST. The findings reveal that in their enactment of the cognitive dimension, the PSTs focused mainly on the conceptual domain while in the guidance dimension, most of their lessons were teacher directed. In the main, their level of comprehension of the procedural and epistemic processes of the cognitive domain of IBST and their pedagogical content knowledge (PCK) seemed to shape the way they implemented their plans in the classroom. The results give some evidence of the usefulness of the adopted conceptual framework in investigating teachers' understanding of IBST. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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