How Does Inquiry-Based Instruction Affect Teaching Majors' Views about Teaching and Learning Science?

Autor/in	Sanger, Michael J.
Titel	How Does Inquiry-Based Instruction Affect Teaching Majors' Views about Teaching and Learning Science?
Quelle	In: Journal of Chemical Education, 85 (2008) 2, S.297-302 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
Schlagwörter	Constructivism (Learning); Majors (Students); Scientific Principles; Chemistry; Lecture Method; Science Instruction; Science Curriculum; Preservice Teachers; Elementary School Teachers; Inquiry; Physics; Pedagogical Content Knowledge; Knowledge Base for Teaching; Student Teacher Attitudes; Teaching Methods; Secondary School Teachers; Methods Courses; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Physik; Pädagogische Kompetenz; Teaching theory; Theory of teaching; Unterrichtstheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Methodisch-didaktische Anleitung; Unterrichtserfolg
Abstract	A previous study showed that elementary teaching majors enrolled in an inquiry-based physical science course developed chemistry content knowledge comparable to that of students enrolled in traditional lecture-based courses. This current study compares the views of these elementary teaching majors regarding how chemistry is taught and learned to the views of secondary science teaching majors enrolled in science-specific methods courses. The results show that the elementary teaching majors developed views of how science is taught and learned that were more in line with constructivist ideals than the secondary science teaching majors. In addition, the elementary teaching majors improved their interest and confidence in teaching science in the elementary school setting. The results of these two studies suggest that elementary teaching majors would be better served by taking inquiry-based science courses as part of their preservice preparation instead of lecture-based courses because the inquiry-based lessons did not detract from their chemistry content knowledge; in fact, the inquiry-based science courses markedly changed elementary teaching majors' views on the nature of science. (As Provided).
Anmerkungen	Division of Chemical Education of the American Chemical Society. Subscription Department, P.O. Box 1267, Bellmawr, NJ 08099-1267. Tel: 800-691-9846; Tel: 856-931-5825; Fax: 856-931-4115; e-mail: jchemed@egpp.com; Web site: http://www.jce.divched.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10