Experience and reflection: Preservice science teachers' capacity for teaching inquiry

Journal of Science Teacher Education

Volumn 19, Issue 5, 2008, Pages 477-494

  Melville, Wayne ^a   Fazio, Xavier ^b   Bartley, Anthony ^a   Jones, Doug ^c  

^a LAKEHEAD UNIVERSITY   (Canada)

^b BROCK UNIVERSITY   (Canada)

^c Sir Winston Churchill Collegiate and Vocational Institute   (Canada)

Author keywords

Inquiry experience; Pre service teacher education; Scientific inquiry

Indexed keywords

EID: 51649088885     PISSN: 1046560X     EISSN: 15731847     Source Type: Journal    
DOI: 10.1007/s10972-008-9104-9     Document Type: Article

References (45)

1. Abd-El-Khalick, F., & Lederman, N. (2000). Improving science teachers' conceptions of nature of science: A critical review of the literature. International Journal of Science Education, 22, 665-701.
2. Adams, P. E., & Krockover, G. H. (1997). Concerns and perceptions of beginning secondary science and mathematics teachers. Science Education, 81(1), 29-50.
3. Anderson, R. D. (2002). Reforming science teaching: What research says about inquiry. Journal of Science Teacher Education, 13, 1-12.
4. Barnett, J., & Hodson, D. (2001). Pedagogical context knowledge: Toward a fuller understanding of what good science teachers know. Science Education, 85, 426-453.
5. Bell, R. L., Blair, L. M., Crawford, B. A., & Lederman, N. G. (2003). Just do it? Impact of a science apprenticeship program on high school students' understandings of the nature of science and scientific inquiry. Journal of Research in Science Teaching, 40, 487-509.
6. Bencze, J. L., Bowen, G. M., & Alsop, S. (2006). Teachers' tendencies to promote student-led science projects: Associations with their views about science. Science Education, 90, 400-419.
7. Bochner, A.P. (2001). Narrative's virtues. Qualitative Inquiry, 7, 131-157.
8. Colburn, A. (2004). Inquiring scientists want to know. Educational Leadership, 62(1), 63-66.
9. Committee for the Review of Teaching, Teacher Education. (2003). Australia's teachers, Australia's future:. Canberra, ACT: Department of Education, Science and Training.
10. Connelly, F. M., & Clandinin, D. J. (Eds.). (1999). Shaping a professional identity. New York: Teachers College Press.
11. Coulter, D., & Orme, L. (2000). Teacher professionalism: The wrong conversation. Education Canada, 40(1), 4-7.
12. Council of Ministers of Education, Canada. (1997). Common frameworks of science learning outcomes, K-12. Toronto: Council of Ministers of Education, Canada Secretariat.
13. Crawford, B. A. (2000). Embracing the essence of inquiry: New roles for science teachers. Journal of Research in Science Teaching, 37, 916-937.
14. DeHaan, R. L. (2005). The impending revolution in undergraduate science education. Journal of Science Education and Technology, 14, 253-269.
15. Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston: Heath.
16. Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching, Teachers College Record, 103, 1013-1055.
17. Fendler, L. (2003). Teacher reflection in a hall of mirrors: Historical influences and political reverberations. Educational Researcher, 32(3), 16-25.
18. Flores, M. A., & Day, C. (2006). Contexts which shape and reshape new teachers' identities: A multiperspective study. Teaching and Teacher Education, 22, 219-232.
19. Friedrichsen, P. M., Munford, D., & Orgill, M. (2006). Brokering at the boundary: A prospective science teacher engages students in inquiry. Science Education, 90, 522-543.
20. Furtak, E. M. (2006). The problem with answers: An exploration of guided scientific inquiry teaching. Science Education, 90, 453-467.
21. Goodman, J. (1991). Using a methods course to promote reflection and inquiry among preservice teachers. In B. R. Tabachnich & K. M. Zeichner (Eds.), Issues and practices in inquiry oriented teacher education (pp. 56-76). London: Falmer.
22. Goodrum, D., Hackling, M., & Rennie, L. (2001). The status and quality of teaching and learning of science in Australian schools. Canberra, Australia: Department of Education, Training and Youth Affairs.
23. Handelsman, J., Ebert-May, D., Beichner, R., Bruns, P., Chang, A., DeHaan, R. L., Gentile, J., Lauffer, S., Stewart, J., Tilgheman, S. M., & Wood, W. B. (2004). Scientific teaching. Science, 304(5670), 521-522.
24. Harris, K., Jensz, F., & Baldwin, G. (2005). Who's teaching science? Meeting the demand for qualified for science teachers in Australian secondary schools. Retrieved October 3, 2005, from http://www.acds.edu.au.
25. Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education, 11(1), 33-49.
26. Jeanpierre, B., Oberhauser, K., & Freeman, C. (2005). Characteristics of professional development that effect change in science teachers' classroom practices. Journal of Research in Science Teaching, 42, 668-690.
27. Keys, C. W., & Bryan, L. A. (2001). Co-constructing inquiry-based science with teachers: Essential research for lasting reform. Journal of Research in Science Teaching, 38, 631-645.
28. LaBoskey, V. K. (1994). Development of reflective practice: A study of preservice teachers. New York: Teachers College Press.
29. LaBoskey, V. K. (1997). Teaching to teach with purpose and passion: Pedagogy for reflective practice. In J. Loughran, & T. Russell (Eds.), Purpose, passion, and pedagogy in teacher education (pp. 150-163). London: Falmer.
30. Lederman, N. G. (1999). Teachers' understanding of the nature of science and classroom practice: Factors that facilitate or impede the relationship. Journal of Research in Science Teaching, 36, 916-929.
31. Melville, W., Jones, D., & Bartley, A. (2007). The encouragement of scientific inquiry: A shared responsibility. The Register, 9(3), 16-19.
32. National Research Council. (1996). The national science education standards. Washington DC: National Academy Press.
33. Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage.
34. Polkinghorne, D. E. (1995). Narrative configuration in qualitative analysis. In J. A. Hatch & R. Wisniewski (Eds.). Life, history, and narrative (pp. 5-24). London: Falmer.
35. Qualifications & Curriculum Authority, England. (2000). National curriculum for England. Retrieved May 19, 2006. from: http://www.nc.uk.net.
36. Rearick, M. L., & Feldman, A. (1999). Orientations, purposes, and reflection: A framework for understanding action research. Teaching and Teacher Education, 15, 333-349.
37. Schwartz, R. S., Lederman, N. G., & Crawford, B. A. (2004). Developing views of nature of science in an authentic context: An explicit approach to bridging the gap between nature of science and scientific inquiry. Science Education, 88, 610-645.
38. Squires, G. (1999). Teaching as a professional discipline. London: Falmer.
39. van Driel, J. H., Beijaard, D., & Verloop, N. (2001). Professional development and reform in science education: The role of teachers' practical knowledge. Journal of Research in Science Teaching, 38, 137-158.
40. Van Zee, E. H., & Roberts, D. (2001). Using pedagogical inquiries as a basis for learning to teach: Prospective teachers' reflections upon positive science learning experiences. Science Education, 85, 733-757.
41. Windschitl, M. (2002). Inquiry projects in science teacher education: What can investigative experiences reveal about teacher thinking and eventual classroom practice? Science Education, 87, 112-143.
42. Windschitl, M. (2004). Folk theories of "inquiry": How preservice teachers reproduce the discourse and practices of an atheoretical scientific method. Journal of Research in Science Teaching, 41, 481-512.
43. Zacharia, Z. (2003). Beliefs, attitudes, and intentions of science teachers regarding the educational use of computer simulations and inquiry-based experiments in physics. Journal of Research in Science Teaching, 40, 792-823.
44. Zeichner, K. M., & Tabachnich, B. R. (1991). Reflections on reflective teaching. In B. R. Tabachnich & K. M. Zeichner (Eds.), Issues and practices in inquiry oriented teacher education (pp. 1-21). London: Falmer.
45. Zembal-Saul, C., Munford, D., Crawford, B. A., Friedrichsen, P., & Land, S. (2002). Scaffolding preservice science teachers' evidence-based arguments during an investigation of natural selection. Research in Science Education, 32, 437-463.