文章基本信息

标题：The Impact of Pre-Service Teachers’ Orientation on the Implementation of Inquiry-Based Science Instruction
本地全文：下载
作者：Ashlie Sizer ; Heather Tharp ; Jennifer Wrigley 等
期刊名称：Eurasia Journal of Mathematics, Science & Technology Education
印刷版ISSN：1305-8223
电子版ISSN：1305-8223
出版年度：2021
卷号：17
期号：11
DOI：10.29333/ejmste/11247
语种：English
出版社：Pamukkale Univ Dept Sci Education
摘要：The purpose of the study is to investigate how pre-service elementary teachers’ orientation aboutscience inquiry impacts their implementation of inquiry-based instruction. Teaching orientation isone of the levels of pedagogical content knowledge (PCK) which impacts on teachers’ instructionalpractice. With thirty-one pre-service teachers, data are collected using a survey and threevignettes and are analyzed using a correlational coefficient. The results show that (a) there is amoderate relationship between pre-service teachers’ view of inquiry-based instruction and theirwillingness to implement it; (b) pre-service teachers’ confidence in implementing inquiry-basedinstruction increases as they gain experience with inquiry-based methods through coursework; (c)the participants favor using inquiry methods, but they feel more comfortable with a more teacher?centered approach. It implies that one science method course may not suffice to produce teacherswho are self-efficacious about teaching inquiry-based science. Thus, they need additionalinstruction to implement a more student-centered inquiry approach.
关键词：preservice teachers;PCK;inquiry-based instruction;teaching orientation