Abstract
The purpose of this quasi-experimental study was to determine the effects of a field-based, inquiry-focused course on pre-service teachers' geoscience content knowledge, attitude toward science, confidence in teaching science, and inquiry understanding and skills. The field-based course was designed to provide students with opportunities to observe, compare, and investigate geological structures in their natural environment and to gain an understanding of inquiry via hands-on learning activities designed to immerse students in authentic scientific investigation. ANCOVA and MANCOVA analyses examining differences in outcome measures between students in the field experience (n = 25) and education students enrolled in the traditional, classroom-based course (n = 37) showed that students in the field course generally had significantly higher scores. Results provide evidence of the value of the field and inquiry-based approach in helping pre-service teachers develop the needed skills and knowledge to create effective inquiry-based science lessons.
Original language | English (US) |
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Pages (from-to) | 503-529 |
Number of pages | 27 |
Journal | Journal of Science Teacher Education |
Volume | 23 |
Issue number | 5 |
DOIs | |
State | Published - Aug 2012 |
Keywords
- Field work
- Geoscience
- Pre-service teachers
- Science inquiry
- Teacher professional development
ASJC Scopus subject areas
- Education