Facilitating elementary science teachers’ implementation of inquiry-based science teaching
Preservice science teachers generally feel that the implementation of inquiry-based science teaching is very difficult to manage. This research project aimed at facilitating the implementation of inquiry-based science teaching through the use of several classroom strategies. The evaluation
of 15 classroom strategies from 80 preservice elementary science teachers was reported. Results indicated that those classroom strategies were useful for promoting preservice science teachers’ understanding and reinforcing their skills for teaching science through inquiry. In addition,
findings indicated that preservice science teachers gained more sophisticated understanding of the role of these classroom strategies and their potential implications for facilitating inquiry science teaching and learning. The study provided several suggestions to facilitate the implementation
of inquiry science teaching in school science classrooms.
Keywords: classroom strategies; facilitate; implementation; inquiry; preservice science teachers
Document Type: Research Article
Affiliations: College of Educational Sciences, The Hashemite University, Zarqa, Jordan
Publication date: 02 January 2015
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