How, When, and Why: Preservice Elementary Teachers' Interaction With Elements of In-Class Student Inquiry

• In Event: Poster Session 2
  In Poster Session: Science Teaching and Learning SIG Poster Session 2

Abstract

Teaching science as inquiry requires from teachers to support student inquiry(SI) in the science classroom, by monitoring student thinking and responding appropriately. Teachers face the challenge for choosing whether, when and how to follow SI. This study investigated (i)the ways 48 pre-service teachers evaluated in-class SI and (ii)the pillars they base their evaluation and their responses. Findings suggest that evaluation of SI is influenced by (a)the correctness of student ideas or thinking, (b)teachers’ understanding of student contributions, (c)evaluation of student understanding of the task engaged in and (d)identification of elements of SI that could drive the lesson in productive directions. We discuss implications suggesting that these findings are related to theoretical underpinnings of Formative Assessment and Pedagogical Content Knowledge.

Authors

• Loucas T. Louca, European University Cyprus

• Thea Skoulia, University of Cyprus