| Chapter 1: | Introduction |
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Chapter 1
Introduction
This study explores how preservice secondary science teachers change in their thinking and actions regarding inquiry instruction in the science classroom over four semesters of science methods courses and field experiences in the Secondary Science Teacher Education Program (Iowa-SSTEP) at The University of Iowa. The inquiry understandings and development of pedagogy were investigated from three perspectives, specifically through written artifacts of teaching philosophy gathered at three different time periods, observation of instruction used by student teachers as recorded on videotape, and interviews with student teachers.
The Inquiry Assessment Rubric (IAR) created by the researcher generally follows the framework of Germann, Haskins, and Auls (1996) identifying the type of inquiry employed by students or instructors. The IAR quantified aspects of inquiry in students’