Mitigating Resistance to Teaching Science through Inquiry: Studying Self

Autor/inn/en	Spector, Barbara; Burkett, Ruth S.; Leard, Cyndy
Titel	Mitigating Resistance to Teaching Science through Inquiry: Studying Self
Quelle	In: Journal of Science Teacher Education, 18 (2007) 2, S.185-208 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1007/s10972-006-9035-2
Schlagwörter	Preservice Teachers; Methods Courses; Grief; Participant Observation; Learning Strategies; Experiential Learning; Learning Laboratories; Science Instruction; Teaching Methods; Inquiry; Self Evaluation (Individuals); Resistance (Psychology); Web Based Instruction; Elementary School Teachers; Interviews + Suchen Sie Ihr Suchwort? Methodisch-didaktische Anleitung; Trauer; Teilnehmende Beobachtung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Experiental learning; Erfahrungsorientiertes Lernen; Lernstation; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Resistenz; Web Based Training; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Interviewing; Interviewtechnik
Abstract	This is the report of a qualitative emergent-design study of 2 different Web-enhanced science methods courses for preservice elementary teachers in which an experiential learning strategy, labeled "using yourself as a learning laboratory," was implemented. Emergent grounded theory indicated this strategy, when embedded in a course organized as an inquiry with specified action foci, contributed to mitigating participants' resistance to learning and teaching through inquiry. Enroute to embracing inquiry, learners experienced stages resembling the stages of grief one experiences after a major loss. Data sources included participant observation, electronic artifacts in WebCT, and interviews. Findings are reported in 3 major sections: "Action Foci Common to Both Courses," "Participants' Growth and Change," and "Challenges and Tradeoffs." (Author).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10