Patti O'Donnell
Teaching, Learning, and Technology

THE IMPLEMENTATION OF SCIENCE INQUIRY: PRE-SERVICE TRADITIONAL TEACHERS, NON-TRADITIONAL TEACHERS AND EPISTEMOLOGICAL BELIEFS

This research presentation and discussion will describe preliminary results of research conducted through collaborative partnerships to find out which teachers are using inquiry-based instruction in order to meet the Science Standards (NRC, 1996, 2000).  Research findings will assist in the development of the pre-service science curriculum and give insights into further advancement of science teacher preparation programs using inquiry techniques.

There is a need for our educational culture to buy into inquiry as an important teaching method to reach the goal of scientific literacy of all citizens. Since the institution of the Science Standards (NRC, 1996, 2000) educators are required to implement inquiry into their teaching methodologies. Unfortunately, educators have not all been trained to use inquiry by their college education professors. The lack of modeling or training may have caused many teachers to have conflicting beliefs about the importance of inquiry. Using inquiry as a teaching tool may be hindered as a reflection of pre-service teachers’ lack of comprehension, desire, or ability.  Thus, student teachers’ pre-conceived beliefs and knowledge about teaching and learning science may affect their willingness to teach inquiry (Fang, 1996; Roehrig & Luft, 2004). 

To learn more, please contact Tamara Palmer at tlp205@lehigh.edu or 610.758.3226.