Exploring Paths to Inquiry-Based Science Instruction: The Development of Questioning as a Core Teaching Practice Supporting Inquiry

• In Event: 72.043 - Teacher Education and Professional Development in STEM Education

Abstract

This paper describes a case study of pre-service teachers’ enactment of inquiry within the context of a site-based science methods course in which pre-service teachers attempted to implement inquiry-based science instruction, with particular attention to teachers’ development of questioning as a core classroom practice supporting inquiry-based instruction. The paper draws together perspectives on professional practice development and core teaching practices to consider the ways novice teachers enact existing understandings of inquiry-based instruction. The paper has implications for enhancing novice teacher preparation to enhance development along a trajectory that emphasizes sense-making over content delivery.

Authors

• Jill McNew - Birren, Marquette University

• Leigh A. Van Den Kieboom, Marquette University