The Impact of an Inquiry-Based Geoscience Field Course on Pre-service Teachers
- First Online:
- Cite this article as:
- Nugent, G., Toland, M.D., Levy, R. et al. J Sci Teacher Educ (2012) 23: 503. doi:10.1007/s10972-012-9283-2
- 298 Downloads
The purpose of this quasi-experimental study was to determine the effects of a field-based, inquiry-focused course on pre-service teachers’ geoscience content knowledge, attitude toward science, confidence in teaching science, and inquiry understanding and skills. The field-based course was designed to provide students with opportunities to observe, compare, and investigate geological structures in their natural environment and to gain an understanding of inquiry via hands-on learning activities designed to immerse students in authentic scientific investigation. ANCOVA and MANCOVA analyses examining differences in outcome measures between students in the field experience (n = 25) and education students enrolled in the traditional, classroom-based course (n = 37) showed that students in the field course generally had significantly higher scores. Results provide evidence of the value of the field and inquiry-based approach in helping pre-service teachers develop the needed skills and knowledge to create effective inquiry-based science lessons.