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Article
Collaborating to improve inquiry-based teaching in elementary science and mathematics methods courses
Science Education International
  • Paula A. Magee, Indiana University - Purdue University Indianapolis
  • Ryan Flessner, Butler University
Document Type
Article
Publication Date
12-1-2012
Additional Publication URL
http://www.icaseonline.net/seiweb/index.php?option=com_content&view=article&id=97:volume-23-issue-4-december-2012&catid=37:archive-2011-2014&Itemid=108
Abstract
This study examines the effect of promoting inquiry-based teaching (IBT) through collaboration between a science methods course and mathematics methods course in an elementary teacher education program. During the collaboration, preservice elementary teacher (PST) candidates experienced 3 different types of inquiry as a way to foster increased understanding of inquiry based teaching (IBT). The experiences included a PST driven science inquiry and a mathematics inquiry where PSTs were learners and a science inquiry where PSTs were teachers. During and following the semester of the collaboration, data were collected to assess the impact of the inquiry experiences on the PSTs’ understanding of IBT. Student work and teacher field notes suggest that PSTs were able to identify, confront and wrestle with the complexities of IBT.
Rights

This article was archived with permission from International Council of Associations for Science Education, all rights reserved. Document also available from Science Education International.

Citation Information
Paula A. Magee and Ryan Flessner. "Collaborating to improve inquiry-based teaching in elementary science and mathematics methods courses" Science Education International Vol. 23 Iss. 4 (2012) p. 353 - 365
Available at: http://works.bepress.com/ryan_flessner/5/