Examining the Development of Core Teaching Practices for Inquiry-Based Science Instruction

• In Event: 69.038 - Examining the Development of Core Teacher Practices With Preservice Teachers

Abstract

This paper describes our work in a clinical-based teacher preparation in which pre-service teachers attempted to implement inquiry-based science instruction to help students make sense of genetic engineering. We engaged a small cohort of pre-service teachers in science methods coursework embedded in the classroom of a more experienced high school science teacher. We utilized developmental models of professional practice that outline the complexity inherent in professional knowledge to analyze video-recordings of the instructional practices of three teachers implementing a unit plan. Three teaching practices emerged as fundamental to inquiry-based science instruction: (1) conceptual goals of the lesson, (2) questioning practices teachers enact, and (3) student-centered sense-making. Trajectories through which professional teachers develop advanced practices that support inquiry-based instruction are discussed. 

Authors

• Leigh A. Van Den Kieboom, Marquette University

• Jill McNew-Birren