Using Technology to Engage Preservice Elementary Teachers in Learning about Scientific Inquiry

Loretta L Jones,Sevil Akaygün,James R Macarthur

doi:10.26529/cepsj.443

Abstract

Elementary teachers are often required to teach inquiry in their classrooms despite having had little exposure to inquiry learning themselves. In a capstone undergraduate science coursepreservice elementary teachers experience scientific inquiry through the completion of group projects, activities, readings and discussion, in order to develop a sense of how inquiry learning takes place. At the same time, they learn science content necessary for teacher licensure. The course exposes students to different pathways of scientific discovery and to theuse of the computer both as a tool for conducting inquiry-based investigations and as a means of collecting and sharing student opinions. The students involved have many misconceptionsabout science and it is often difficult for them to distinguish science from pseudoscience. Computer simulations are used to help students understand that difference. In addition, a classroom response system using “clickers” is used to poll student opinions on controversial issues and to stimulate discussion.

Highlights

The introduction of inquiry-based activities into the science curriculum resulted from a desire in the mid-twentieth century to engage students in the process of science (DeBoer, 1991)
This paper focuses on the introduction of two types of technology-based innovations: the use of online materials and simulations to facilitate inquiry and to help students distinguish science from pseudoscience, and the use of a classroom response system to allow students to share personal views anonymously for later discussion
Twenty-two percent of the preservice elementary teachers voluntarily mentioned that they would consider implementing some of these activities in their own teaching

Summary

Introduction

The introduction of inquiry-based activities into the science curriculum resulted from a desire in the mid-twentieth century to engage students in the process of science (DeBoer, 1991). Most elementary teachers in the United States are required to use inquiry activities in science lessons (Crawford, 2000; Flick & Lederman, 2006; National Research Council, 2000).

Results

Conclusion