| Chapter 1: | Introduction |
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Research Questions
The research questions that guided this investigation were:
1. What are preservice teachers’ ideas about teaching (using an inquiry method) as they learn more about inquiry instruction through their secondary science methods courses? Qualitative data analysis of interviews and written artifacts included: 1) Methods 1 Vision Statement as written at the beginning of the course, 2) Methods 1 Vision Statement as written at the end of the course, 3) Methods 3 Science Teaching Philosophy, and 4) the Student Teaching Essay.
2. Is there any correlation between the mentor teachers’ views of inquiry (as perceived by student teachers) and the student teachers’ views of inquiry? Quantitative data gathered include frequencies of positive and negative comments during the student teachers’ interview with the researcher.
3. What roadblocks regarding inquiry teaching do preservice teachers face as they try to move from a state of intellectualization to the actualization stage? Qualitative data were gathered from student teacher interviews.
4. What change, if any, is there in preservice teachers’ acceptance of teaching using an inquiry approach as stated in their teaching philosophies? Quantitative data were obtained from written philosophies and as indicated in the student teaching interviews. Null hypothesis: There is no change in preservice teachers’ acceptance of teaching using an inquiry approach as stated in their teaching philosophies.
5. Is there an improved ability to implement inquiry teaching strategies as perceived by the student teachers? Qualitative data were categorized and analyzed from student teaching essay and interviews.