Preservice elementary teachers’ perceptions of their understanding of inquiry and inquiry-based science pedagogy: Influence of an elementary science education methods course and a science field experience

Abstract

Results of this study suggest that when multiple inquiry-based experiences, from guided to open inquiries, that challenge preservice teachers’ learning in a constructivist environment are integrated into the elementary science methods course, ePSTs not only develop an understanding of inquiry-based science instruction but also develop an appreciation for the benefits of teaching and learning science through inquiry in a constructivist environment, indicating comfort with using inquiry-based science teaching strategies in their own classroom practice when they become practicing teachers. Additionally, having ePSTs concurrently involved in field experiences which reinforce inquiry-based science pedagogy taught in the elementary science methods course helps preservice teachers conceptualize their own pedagogy in science and helps them start defining and accepting their changing role as a facilitator as envisioned in theNSES (NRC, 1996, 2000). However, even though the majority of the ePSTs in this study indicated their intent to use inquiry-based strategies to teach science in their classrooms and even though there is evidence in literature suggesting that a mathematics methods courses can change preservice teachers’ beliefs and attitudes to be more consistent with the current reform movement in mathematics (Wilkins & Brand, 2004), a follow-up study is needed to explore how many of these ePSTs actually incorporate inquiry-based science teaching into their classes. p ]This research study was limited in that it examined the perceptions of ePSTs regarding their understanding of scientific inquiry and inquiry-based science pedagogy after concurrently completing a traditional eSEM course and its associated science field experience at only one large Midwestern university campus. Not all campuses offer the eSEM course and the science field experience in the same semester. Also, this study did not examine the effect of gender, socioeconomic factors, or ethnicity on ePSTs’ understanding of inquiry or inquiry-based pedagogy to teach science as all of the participants were White females from upper middle class backgrounds.