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- Title
Utilizing Science Philosophy Statements to Facilitate K-3 Teacher Candidates’ Development of Inquiry-based Science Practice.
- Authors
Gilbert, Andrew
- Abstract
This study utilized pre-service teachers’ philosophy statements to connect their beliefs for science teaching with inquiry-based constructivist classroom practice. The major findings of this study suggested that before entering the classroom prospective teachers are strongly aligned with inquiry-based, constructivist-based theories, and describe teaching science as a process approach. However, after entering public classrooms the teacher candidates often abandoned those notions of constructivist, inquiry-based science in favor of a more traditional approach to science instruction. This study addresses a method to engage prospective teachers in designing inquiry-based science pedagogy as well as developing their professional pedagogical confidence.
- Subjects
STUDENT teachers; TRAINING of early childhood teachers; INQUIRY-based learning; INQUIRY method (Teaching); CONSTRUCTIVISM (Education); SCIENCE education (Early childhood)
- Publication
Early Childhood Education Journal, 2009, Vol 36, Issue 5, p431
- ISSN
1082-3301
- Publication type
Article
- DOI
10.1007/s10643-009-0302-7