Collaborating to improve inquiry-based teaching in elementary science and mathematics methods courses
Year: 2012
Type: article
Abstract: This study examines the effect of promoting inquiry-based teaching (IBT) through collaboration between a science methods course and mathematics methods course in an elementary teacher education program. During the collaboration, preservice elementary teacher (PST) candidates experienced 3 different types of inquiry as a way to foster increased understanding of inquiry based teaching (IBT). The experiences included a PST driven science inquiry and a mathematics inquiry where PSTs were learners and a science inquiry where PSTs were teachers. During and following the semester of the collaboration, data were collected to assess the impact of the inquiry experiences on the PSTs’ understanding of IBT. Student work and teacher field notes suggest that PSTs were able to identify, confront and wrestle with the complexities of IBT.
Authors: Paula A. Magee, Ryan Flessner
Institution: Indiana University – Purdue University Indianapolis
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2097585477