Document Type

Article

Publication Date

12-2012

Publication Title

Science Education International

First Page

353

Last Page

365

Additional Publication URL

http://www.icaseonline.net/seiweb/index.php?option=com_content&view=article&id=97:volume-23-issue-4-december-2012&catid=37:archive-2011-2014&Itemid=108

Abstract

This study examines the effect of promoting inquiry-based teaching (IBT) through collaboration between a science methods course and mathematics methods course in an elementary teacher education program. During the collaboration, preservice elementary teacher (PST) candidates experienced 3 different types of inquiry as a way to foster increased understanding of inquiry based teaching (IBT). The experiences included a PST driven science inquiry and a mathematics inquiry where PSTs were learners and a science inquiry where PSTs were teachers. During and following the semester of the collaboration, data were collected to assess the impact of the inquiry experiences on the PSTs’ understanding of IBT. Student work and teacher field notes suggest that PSTs were able to identify, confront and wrestle with the complexities of IBT.

Rights

This article was archived with permission from International Council of Associations for Science Education, all rights reserved. Document also available from Science Education International.

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