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Teaching as Inquiry: A Case of Prospective Science Teachers - Couverture souple

Çakır, Mustafa

 
9783639421712: Teaching as Inquiry: A Case of Prospective Science Teachers
Couverture souple
ISBN 10 : 363942171X ISBN 13 : 9783639421712
Editeur : AV Akademikerverlag, 2012

Synopsis

Revision with unchanged content. This book examines the prospective science teachers’ developing understanding of scientific inquiry and Mendelian genetics. A computer simulation of basic inheritance processes was used in combination with small-group discussions and other instructional scaffolds. The theoretical background is derived from a social constructivist perspective. Findings suggest that while studying important concepts in science, carefully designed inquiry experiences can help prospective science teachers to develop an understanding about the types of questions scientists in that field ask, the methodological and epistemological issues that constrain their pursuit of answers to those questions, and the ways in which they construct and share their explanations. The findings and analysis informs such questions as: - How can inquiry-based instruction be implemented in science teaching method course? - What are the roles of students and instructors in inquiry-based teaching class? - What are the difficulties of implementing inquiry based practices in science classrooms? The book is addressed to practicing science teacher educators and science teachers. It is also directed towards researchers in Science Education, Teacher Education and Science Technology and Society.

Les informations fournies dans la section « Synopsis » peuvent faire référence à une autre édition de ce titre.

Présentation de l'éditeur

Revision with unchanged content. This book examines the prospective science teachers’ developing understanding of scientific inquiry and Mendelian genetics. A computer simulation of basic inheritance processes was used in combination with small-group discussions and other instructional scaffolds. The theoretical background is derived from a social constructivist perspective. Findings suggest that while studying important concepts in science, carefully designed inquiry experiences can help prospective science teachers to develop an understanding about the types of questions scientists in that field ask, the methodological and epistemological issues that constrain their pursuit of answers to those questions, and the ways in which they construct and share their explanations. The findings and analysis informs such questions as: - How can inquiry-based instruction be implemented in science teaching method course? - What are the roles of students and instructors in inquiry-based teaching class? - What are the difficulties of implementing inquiry based practices in science classrooms? The book is addressed to practicing science teacher educators and science teachers. It is also directed towards researchers in Science Education, Teacher Education and Science Technology and Society.

Biographie de l'auteur

earned his graduate degrees at Pennsylvania State University. His research focuses on facilitating students to develop understandings and abilities of scientific inquiry and helping prospective science teachers to adopt inquiry orientation in teaching science. He is currently a faculty member at Marmara University, İstanbul.

Les informations fournies dans la section « A propos du livre » peuvent faire référence à une autre édition de ce titre.

Éditeur
AV Akademikerverlag
Date d'édition
2012
Langue
anglais
ISBN 10 
363942171X
ISBN 13 
9783639421712
Reliure
Broché
Nombre de pages
216
Coordonnées du fabricant
non disponible
Personne responsable
non disponible