Using Science Teaching Case Narratives to Evaluate the Level of Acceptance of Scientific Inquiry Teaching in Preservice Elementary Teachers

被引：1
|
作者：
Wagler, Ron [1 ]
机构：
[1] Univ Texas El Paso, Dept Teacher Educ, 500 West Univ Ave,Educ Bldg 601, El Paso, TX 79968 USA
来源：
JOURNAL OF SCIENCE TEACHER EDUCATION | 2010年 / 21卷 / 02期
关键词：
Preservice elementary teachers; National science education standards; Scientific inquiry teaching; Case narratives;
D O I：
10.1007/s10972-009-9160-9
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
The National Science Education Standards have outlined flexible processes children perform when engaging in scientific inquiry. Cases narratives are a common component of many university science education courses but rarely are they used as a tool to evaluate the preservice teachers within these courses. This article describes the construction of a positive and negative science teaching case narrative. These case narratives can be used to evaluate the level of acceptance of scientific inquiry teaching in preservice elementary teachers.
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页码：215 / 226
页数：12
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