|
|
teachers are more aware of teaching science as inquiry, there is often conflict with the need to “cover” a certain amount of material and the ways in which that knowledge is transferred from teacher to students (Bryan, 2003; Bryan & Abell, 1999).
There are a few empirical studies (Blanchard, 2006; Chen & Klahr, 1999; Klahr, 2000, 2002; Klahr & Nigham, 2004; Lederman, J.S., Lederman, N. G., & Wickman, 2008) that focused on the effects of inquiry pedagogy upon students’ conceptual understandings and attitudes. To the question of whether inquiry pedagogy is more effective than direct instruction or vice versa, the investigations have shown mixed results and, as of yet, there is no definitive answer. The focus of in this study is not so much how inquiry may affect K–12 students’ understandings of science, but instead how preservice science teachers develop in their understandings of inquiry pedagogy.
What makes this study unique is the focus upon a sample population of preservice science teachers, as well as a longitudinal aspect examining these detailed students’ teaching philosophies over several semesters. This allows one to examine aspects of their development, allowing for insight into the importance of several science teaching methods courses and field experiences over time, providing time for practice, reflection, and further opportunities for growth in understandings and abilities in inquiry pedagogy. It also points to the importance that the mentor teacher plays in the student teaching internship, as the preservice teachers perceived either support or refutation of inquiry pedagogy from their mentors.
As this study documents students’ progress through a specific series of courses, a description of the science methods courses studied is warranted and is therefore presented in the following paragraphs.