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Executive Summary
Introduction
Over the past 20 years, much attention has been given to inquiry teaching in the science classroom. This research documents the development of preservice secondary science teachers as they learned new understandings about inquiry worked to implement inquiry pedagogy over a span of four semesters of science teaching methods coursework. Although inquiry teaching and learning has been promoted by several governing boards and institutions over the last decade and a half, with the goals of students learning science concepts in greater depth, greater engagement of the student in the learning process, and development of scientific habits of mind, science classroom teaching and learning has changed little over the last two decades. This research highlights the struggles and successes experienced by 11