Journal of Science Teacher Education

, Volume 18, Issue 3, pp 377–397

Learning How to Make Inquiry into Electricity and Magnetism Discernible to Middle Level Teachers

  • Gayle A. Buck
  • Margaret A. Macintyre Latta
  • Diandra L. Leslie-Pelecky

DOI: 10.1007/s10972-007-9053-8

Cite this article as:
Buck, G.A., Macintyre Latta, M.A. & Leslie-Pelecky, D.L. J Sci Teacher Educ (2007) 18: 377. doi:10.1007/s10972-007-9053-8


As university professors we sought to disrupt the practice of giving our students the actions we felt they should imitate in their teaching practice. Instead, we sought to actively engage teachers in the creation of workable solutions to real-life problems. We accomplished this by conducting a participatory action research project. This paper illustrates our action research project focused on preparing middle level science teachers to foster inquiry-based learning in their classrooms. The findings of this study not only lead to a revised professional development opportunity for science teachers, but also provided an example of university faculty engaging in pragmatic research focused on addressing contemporary issues in K-12 science education.

Copyright information

© Springer Science+Business Media, Inc. 2007

Authors and Affiliations

  • Gayle A. Buck
    • 1
  • Margaret A. Macintyre Latta
    • 2
  • Diandra L. Leslie-Pelecky
    • 3
  1. 1.Department of Curriculum & InstructionIndiana University BloomingtonUSA
  2. 2.Department of Teaching, Learning, & Teacher EducationUniversity of Nebraska-LincolnLincolnUSA
  3. 3.Department of Physics and AstronomyUniversity of Nebraska-LincolnLincolnUSA