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- W2109602500 abstract "Using the National Research Council's inquiry continuum framework, we use a multiple-case study research design to investigate the teacher- and student-directedness of elementary preservice teachers’ planned and enacted science lessons and their pedagogical reasoning about science instruction during a semester-long science methods course. Our specific research questions were (1) What ideas do elementary preservice teachers bring to a science teaching methods course about the inquiry continuum? and (2) How do their ideas about the inquiry continuum change over the course of the semester through engaging in planning, enactment, and reflection upon science instruction? Participants’ course artifacts (journals, reflective teaching assignments, and lesson plan rationales), interviews, and field observations of their enacted science lessons served as data for this study. Findings show that although the preservice teachers began the semester defining inquiry as highly student-directed, their ideas and definition..." @default.
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- W2109602500 date "2012-06-19" @default.
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- W2109602500 title "Balancing Teacher and Student Roles in Elementary Classrooms: Preservice elementary teachers’ learning about the inquiry continuum" @default.
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- W2109602500 doi "https://doi.org/10.1080/09500693.2012.694146" @default.
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