| Chapter 1: | Introduction |
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negative views regarding the process of inquiry and inquiry teaching. Preservice teachers had trouble discerning between traditional and contemporary views of science. Their negativity regarding inquiry, in comparison to practicing teachers, added to the challenge facing methods teachers in changing students’ views regarding science instruction. The Damnjanovic study pointed to the need to investigate preservice teachers’ ideas about inquiry as they move from intellectualization stage to the desired internalization stage through their science teaching methods sequence.
Figure 1.1. Model for coupled-inquiry.
Source. Dunkhase (2000).
The need for teachers to teach using an inquiry approach is discussed in the NSES (NRC, 1996). Teaching Standard A lists: “Teachers of science plan an inquiry-based science program for their students” (p. 30). Teaching Standard B: “Teachers of science guide and facilitate learning” [focusing and supporting inquiry]