Pre-service elementary teachers' understanding of scientific inquiry and its role in school science |
Posted on:2000-07-31 | Degree:Ph.D | Type:Dissertation |
University:The Pennsylvania State University | Candidate:Macaroglu, Esra | Full Text:PDF |
GTID:1467390014966356 | Subject:Education |
Abstract/Summary: | |
The purpose of this research was to explore pre-service elementary teachers' developing understanding of scientific inquiry within the context of their elementary science teaching and learning. More specifically, the study examined 24 pre-service elementary teachers' emerging understanding of (1) the nature of science and scientific inquiry; (2) the "place" of scientific inquiry in school science; and (3) the roles and responsibilities of teachers and students within an inquiry-based learning environment. Data sources consisted primarily of student-generated artifacts collected throughout the semester, including pre/post-philosophy statements and text-based materials collected from electronic dialogue journals. Individual data sources were open-coded to identify concepts and categories expressed by students. Cross-comparisons were conducted and patterns were identified. Assertions were formed with these patterns. Findings are hopeful in that they suggest pre-service teachers can develop a more contemporary view of scientific inquiry when immersed in a context that promotes this perspective. Not surprisingly, however, the prospective teachers encountered a number of barriers when attempting to translate their emerging ideas into practice. More research is needed to determine which teacher preparation experiences are most powerful in supporting pre-service teachers as they construct a framework for science teaching and learning that includes scientific inquiry as a central component. |
Keywords/Search Tags: | Scientific inquiry, Teachers, Science, Understanding, Education |
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