Inquiry science teaching professional development course for Biology graduate students

• In Event: Poster Presentation and Judging for: Anthropology; Botany; Conservation Ecology; Environmental Science; Freshwater Science; Geosciences; Mathematics & Computer Science; Neuroscience; Physics & Eng; Science Education; Terrestrial Ecology & Management.
  In Poster Session: Science Education Poster Session

Abstract

In this study, we examined the perceptions of 49 biology graduate students towards traditional science, non-traditional science and science education using a pre/post survey design (Pomeroy, 1993). The survey included a 39-item Likert-like scale questionnaire and an open response section. The survey respondents were students in a one credit graduate inquiry science teaching course that incorporated philosophy and nature of science topics. All students were required to take the course for professional development in order to be teaching assistants. The purpose of the study was to determine if the course that had students prepare and present inquiry science lessons had an effect on their perceptions in these areas. The students were also analyzed by gender, previous research or teaching experience and previous coursework in the philosophy of science. The study has relevance for science education since it concerns the professional development of the future professoriate. Inquiry science is one of the recommended methods for effective science teaching at the secondary school level (NSES, 1996) and at the biology undergraduate level (Vision & Change, 2013). The inquiry science professional development course will be described and the results from both the survey and the open-ended sections will be presented and discussed.

Authors

• Ykevaa Tyree-Khari Hunt, Texas State University

• Julie F. Westerlund, Texas State University