Inquiry Pedagogy and the Preservice Science Teacher
Author:
Publisher: Cambria Press
Published:
Total Pages: 246
ISBN-13: 1621969053
DOWNLOAD EBOOKPosts
Professional Development for Inquiry-Based Science Teaching and Learning
Author: Olia E. Tsivitanidou
Publisher: Springer
Published: 2018-09-03
Total Pages: 277
ISBN-13: 3319914065
DOWNLOAD EBOOKThis book examines the implementation of inquiry-based approaches in science teaching and learning. It explores the ways that those approaches could be promoted across various contexts in Europe through initial teacher preparation, induction programmes and professional development activities. It illustrates connections between scientific knowledge deriving from the science education research community, teaching practices deriving from the science teachers’ community, and educational innovation. Inquiry-Based Science Teaching and Learning (IBST/L) has been promoted as a policy response to pressing educational challenges, including disengagement from science learning and the need for citizens to be in a position to evaluate evidence on pressing socio-scientific issues. Effective IBST/L requires well-prepared and skilful teachers, who can act as facilitators of student learning and who are able to adapt inquiry-based activity sequences to their everyday teaching practice. Teachers also need to engage creatively with the process of nurturing student abilities and to acquire new assessment competences. The task of preparing teachers for IBST/L is a challenging one. This book is a resource for the implementation of inquiry-oriented approaches in science education and illustrates ways of promoting IBST/L through initial teacher preparation, induction and professional development programmes.
Inquiry and the National Science Education Standards
Author: National Research Council
Publisher: National Academies Press
Published: 2000-05-03
Total Pages: 223
ISBN-13: 0309064767
DOWNLOAD EBOOKHumans, especially children, are naturally curious. Yet, people often balk at the thought of learning scienceâ€"the "eyes glazed over" syndrome. Teachers may find teaching science a major challenge in an era when science ranges from the hardly imaginable quark to the distant, blazing quasar. Inquiry and the National Science Education Standards is the book that educators have been waiting forâ€"a practical guide to teaching inquiry and teaching through inquiry, as recommended by the National Science Education Standards. This will be an important resource for educators who must help school boards, parents, and teachers understand "why we can't teach the way we used to." "Inquiry" refers to the diverse ways in which scientists study the natural world and in which students grasp science knowledge and the methods by which that knowledge is produced. This book explains and illustrates how inquiry helps students learn science content, master how to do science, and understand the nature of science. This book explores the dimensions of teaching and learning science as inquiry for K-12 students across a range of science topics. Detailed examples help clarify when teachers should use the inquiry-based approach and how much structure, guidance, and coaching they should provide. The book dispels myths that may have discouraged educators from the inquiry-based approach and illuminates the subtle interplay between concepts, processes, and science as it is experienced in the classroom. Inquiry and the National Science Education Standards shows how to bring the standards to life, with features such as classroom vignettes exploring different kinds of inquiries for elementary, middle, and high school and Frequently Asked Questions for teachers, responding to common concerns such as obtaining teaching supplies. Turning to assessment, the committee discusses why assessment is important, looks at existing schemes and formats, and addresses how to involve students in assessing their own learning achievements. In addition, this book discusses administrative assistance, communication with parents, appropriate teacher evaluation, and other avenues to promoting and supporting this new teaching paradigm.
Scientific Inquiry and Nature of Science
Author: Lawrence Flick
Publisher: Springer Science & Business Media
Published: 2007-11-03
Total Pages: 457
ISBN-13: 1402058144
DOWNLOAD EBOOKThis book synthesizes current literature and research on scientific inquiry and the nature of science in K-12 instruction. Its presentation of the distinctions and overlaps of inquiry and nature of science as instructional outcomes are unique in contemporary literature. Researchers and teachers will find the text interesting as it carefully explores the subtleties and challenges of designing curriculum and instruction for integrating inquiry and nature of science.
How Select Groups of Preservice Science Teachers with Inquiry Orientations View Teaching and Learning Science Through Inquiry
Author: Peggy Diana Ward
Publisher:
Published: 2016
Total Pages: 374
ISBN-13:
DOWNLOAD EBOOKAlthough hailed as a powerful form of instruction, in most teaching and learning contexts, inquiry-based instruction is fraught with ambiguous and conflicting definitions and descriptions. Yet little has been written about the experiences preservice science teacher have regarding their learning to teach science through inquiry. This project sought to understand how select preservice secondary science teachers enrolled in three UTeach programs in Arkansas conceptualize inquiry instruction and how they rationalize its value in a teaching and learning context. The three teacher education programs investigated in this study are adoption sites aligned with the UTeach Program in Austin, TX that distinguishes itself in part by its inquiry emphasis. Using a mixed method investigation design, this study utilized two sources of data to explore the preservice science teachers{u2019} thinking. In the first phase, a modified version of the Pedagogy of Science teaching Tests (POSTT) was used to identify select program participants who indicated preferences for inquiry instruction over other instructional strategies. Secondly, the study used an open-ended questionnaire to explore the selected subjects{u2019} beliefs and conceptions of teaching and learning science in an inquiry context. The study also focused on identifying particular junctures in the prospective science teachers{u2019} education preparation that might impact their understanding about inquiry. Using a constant comparative approach, this study explored 19 preservice science teachers{u2019} conceptions about inquiry. The results indicate that across all levels of instruction, the prospective teachers tended to have strong student-centered teaching orientations. Except subjects in for the earliest courses, subjects{u2019} definitions and descriptions of inquiry tended toward a few of the science practices. More advanced subjects, however, expressed more in-depth descriptions. Excluding the subjects who have completed the program, multiple subjects tended to associate inquiry learning exclusively in terms of exploring before lecture, getting a single correct answer. Additionally, various subjects at multiple levels, described inquiry in terms of the 5E Model of Instruction, which is emphasized in the Arkansas UTeach lesson design. Implications of these findings and suggestions for program improvement at the course levels are suggested.
Enhancing Professional Knowledge of Pre-Service Science Teacher Education by Self-Study Research
Author: Gayle A. Buck
Publisher: Springer
Published: 2016-06-22
Total Pages: 459
ISBN-13: 3319324470
DOWNLOAD EBOOKSelf-study research is making an impact on the field of science education. University researchers employ these methods to improve their instruction, develop as instructors, and ultimately, impact their students’ learning. This volume provides an introduction to self-study research in science education, followed by manuscripts of self-studies undertaken by university faculty and those becoming university faculty members in science teacher education. Chapter authors range from those new to the field to established researchers, highlighting the value of self-study research in science teacher education for every career rank. The fifteen self-studies provided in this book support and extend this contemporary work in science teacher education. They, and the subsequent reflections on professional knowledge, are organized into four sections: content courses for preservice teachers, elementary methods courses, secondary methods courses, and preparation of future teacher educators. Respondents from various locations around the globe share their reflections on these sections. A culminating reflection of the findings of these studies is provided at the end of the book that provides an overview of what we have learned from these chapters, as well as a reflection on the role of self-study research in the future of science teacher education.
Language and Literacy in Inquiry-Based Science Classrooms, Grades 3-8
Author: Zhihui Fang
Publisher: Corwin Press
Published: 2010-09-07
Total Pages: 169
ISBN-13: 141298842X
DOWNLOAD EBOOKThis practical guide helps teachers effectively integrate reading strategy instruction, language analysis, and trade books into inquiry-based science classrooms to promote content learning. Inspired by a middle school reading-science integration project, this book explores: The science reading connection and the function of inquiry in science education The challenges associated with science reading and classroom-based strategies for learning language and science The role of literature in the science curriculum How to develop a home science reading program
Preservice Elementary Teachers' Perceptions of Their Understanding of Scientific Inquiry-based Pedagogy and Their Confidence to Teach Science
Author: Tina Varma
Publisher:
Published: 2007
Total Pages:
ISBN-13:
DOWNLOAD EBOOKThe purpose of this research was to determine from elementary preservice teachers' perspectives their understanding of inquiry-based pedagogy and their confidence to teach science after concurrently completing a traditional elementary science education methods course and the associated science field experience. Results of this study indicate that when multiple inquiry-based experiences and instructional strategies, consistent with the National Science Education Standards, are integrated into a traditional elementary science methods course and reinforced through observations of classroom practice in the field, preservice teachers develop an understanding of scientific inquiry and inquiry based science instruction, develop an appreciation for the benefits of teaching and learning science in a constructivist environment, develop confidence to teach science and indicate intent to use inquiry-based science teaching strategies in their own classroom practice. Findings from this research study have implications for the design of the elementary education science methods course and its associated science field experience.
Science Teacher Educators as K-12 Teachers
Author: Michael Dias
Publisher: Springer Science & Business Media
Published: 2013-07-08
Total Pages: 318
ISBN-13: 9400767633
DOWNLOAD EBOOKScience teacher educators prepare and provide professional development for teachers at all grade levels. They seek to improve conditions in classroom teaching and learning, professional development, and teacher recruitment and retention. Science Teacher Educators as K-12 Teachers: Practicing What We Teach tells the story of sixteen teacher educators who stepped away from their traditional role and entered the classroom to teach children and adolescents in public schools and informal settings. It details the practical and theoretical insights that these members of the Association of Science Teacher Educators (ASTE) earned from experiences ranging from periodic guest teaching to full-time engagement in the teaching role. Science Teacher Educators as K-12 Teachers shows science teacher educators as professionals engaged in reflective analysis of their beliefs about and experiences with teaching children or adolescents science. With their ideas about instruction and learning challenged, these educators became more aware of the circumstances today's teachers face. Their honest accounts reveal that through teaching children and adolescents, teacher educators can also renew themselves and expand their identities as well as their understanding of themselves in the profession and in relation to others. Science Teacher Educators as K-12 Teachers will appeal to all those with an interest in science education, from teacher educators to science teachers, as well as teacher educators in other disciplines. Its narratives and insights may even inspire more teacher educators to envision new opportunities to serve teachers, K-12 learners and the local community through a variety of teaching arrangements in public schools and informal education settings.
Engaging Nature of Science to Preservice Teachers Through Inquiry-Based Classroom
Author: Prasart Nuangchalerm
Publisher:
Published: 2013
Total Pages: 4
ISBN-13:
DOWNLOAD EBOOKInquiry-based classroom is widely distributed in the school science based on its useful and effective instruction. Science teachers are key elements allowing students to have scientific inquiry. If teachers understand and imply inquiry-based learning into science classroom, students will learn science as scientific inquiry and understand nature of science. This study aims to explore how nature of science is engaged through inquiry-based classroom in teacher preparation program. Data are collected by qualitative methods; classroom observation, videotape recording, photography, and interview are employed during April-May 2013. Participants are preservice science teachers, Guangxi Normal University, China. The findings showed that inquiry-based classroom is suitable for preservice science teachers. They perceived nature of science at high level and let them to have positive attitude towards science. That is, it helps them to understand nature of science and reach the goal of science education. Then, scientific inquiry and nature of science will be employed to science classroom. [This study has been supported by the Faculty of Education, Mahasarakham University, Thailand.].
