Exploring Elementary Pre-Service Teachers' Experiences and Learning Outcomes in a Revised Inquiry-Based Science Lesson: An Action Research

Autor/inn/en	Kazempour, Mahsa; Amirshokoohi, Aidin
Titel	Exploring Elementary Pre-Service Teachers' Experiences and Learning Outcomes in a Revised Inquiry-Based Science Lesson: An Action Research
Quelle	In: Journal of Education and Learning, 2 (2013) 2, S.144-154 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Preservice Teacher Education; Preservice Teachers; Active Learning; Inquiry; Action Research; Educational Strategies; Teaching Methods; Learning Experience; Methods Courses; Elementary School Curriculum; Protocol Materials; Reflection; Interaction Process Analysis; Protocol Analysis; Barriers; Motivation; Student Interests; Science Education; Concept Teaching; Classroom Observation Techniques; Instructional Effectiveness; Academic Achievement + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Aktives Lernen; Projektforschung; Lehrstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Lernerfahrung; Methodisch-didaktische Anleitung; Unterrichtsprotokoll; Prozessanalyse; psychologische; Motivation (psychologisch); Studieninteresse; Naturwissenschaftliche Bildung; Unterrichtserfolg; Schulleistung
Abstract	In order for teachers to implement inquiry-based teaching practices, they must have experienced inquiry-based learning especially during science content and methods courses. Although the impacts of inquiry-based instruction on various cognitive and affective domains have been studied and documented little attention has been paid to "how" PSTs experience inquiry in these classrooms. The aim of this action research project was to explore our instructional strategies and elementary PSTs' learning experiences as we developed and implemented an inquiry-based lesson in a science content course for elementary education students. Video observation data, instructor reflections, and student reflections were analyzed to shed light on students' conceptual understanding of the physical science concept, their learning experiences including team interactions, motivation and interest, and concerns and frustrations, as well as the role of the instructor in the revised lesson. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01