Facilitating elementary science teachers’ implementation of inquiry-based science teaching

Ahmad M. Qablan, Theodora DeBaz

Research output: Contribution to journalArticlepeer-review

10 Citations (Scopus)

Abstract

Preservice science teachers generally feel that the implementation of inquiry-based science teaching is very difficult to manage. This research project aimed at facilitating the implementation of inquiry-based science teaching through the use of several classroom strategies. The evaluation of 15 classroom strategies from 80 preservice elementary science teachers was reported. Results indicated that those classroom strategies were useful for promoting preservice science teachers’ understanding and reinforcing their skills for teaching science through inquiry. In addition, findings indicated that preservice science teachers gained more sophisticated understanding of the role of these classroom strategies and their potential implications for facilitating inquiry science teaching and learning. The study provided several suggestions to facilitate the implementation of inquiry science teaching in school science classrooms.

Original languageEnglish
Pages (from-to)3-21
Number of pages19
JournalTeacher Development
Volume19
Issue number1
DOIs
Publication statusPublished - Jan 2 2015
Externally publishedYes

Keywords

  • classroom strategies
  • facilitate
  • implementation
  • inquiry
  • preservice science teachers

ASJC Scopus subject areas

  • Education

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