Setting Sail or Missing the Boat: Comparing the Beliefs of Preservice Elementary Teachers With and Without an Inquiry-Based Physics Course

Autor/inn/en	Hubbard, Paula; Abell, Sandra
Titel	Setting Sail or Missing the Boat: Comparing the Beliefs of Preservice Elementary Teachers With and Without an Inquiry-Based Physics Course
Quelle	In: Journal of Science Teacher Education, 16 (2005) 1, S.5-25 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1007/s10972-005-6026-7
Schlagwörter	Beliefs; Preservice Teachers; Elementary School Teachers; Inquiry; Physics; Science Instruction; Science Curriculum; Lesson Plans; Comparative Analysis; Methods Courses; Teacher Education; Teacher Attitudes + Suchen Sie Ihr Suchwort? Belief; Glaube; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lesson planning; Unterrichtsplanung; Methodisch-didaktische Anleitung; Lehrerausbildung; Lehrerbildung; Lehrerverhalten
Abstract	We examined the beliefs about science teaching and learning held by elementary preservice teachers in a science methods course, comparing students who had experienced an inquiry-based physics course with those who had not. Students who had taken the physics course prior to the methods semester were better equipped to recognize and learn from inquiry and better able to apply an inquiry approach to their lesson planning. Students who were concurrently enrolled in the physics course began to revise their incoming beliefs about what it means for students to be active learners in science. The students with no experience in the inquiry-based physics course maintained their limited view that science teaching should be "fun," with the teacher as teller and fun-maker. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10