Journal of Science Teacher Education

, Volume 15, Issue 4, pp 257–279

Dilemmas of Teaching Inquiry in Elementary Science Methods

Authors

  • William J. NewmanJr.
    • Department of Mathematics and Science EducationIllinois Institute of Technology
  • Sandra K. Abell
    • Southwestern Bell Science Education CenterUniversity of Missouri-Columbia
  • Paula D. Hubbard
    • Department of Curriculum & InstructionPurdue University
  • James McDonald
    • Department of Teacher Education and Professional DevelopmentCentral Michigan University
  • Justine Otaala
    • Department of Curriculum & InstructionPurdue University
  • Mariana Martini
    • Department of Curriculum & InstructionPurdue University
Article

DOI: 10.1023/B:JSTE.0000048330.07586.d6

Cite this article as:
Newman, W.J., Abell, S.K., Hubbard, P.D. et al. Journal of Science Teacher Education (2004) 15: 257. doi:10.1023/B:JSTE.0000048330.07586.d6

Abstract

Because various definitions of inquiry exist in the science education literature and in classroom practice, elementary science methods students and instructors face dilemmas during the study of inquiry. Using field notes, instructor anecdotal notes, student products, and course artifacts, science methods course instructors created fictional journal entries to represent the experiences of both the instructors and students during instruction on inquiry. Identified dilemmas were varying definitions of inquiry, the struggle to provide sufficient inquiry-based science-learning experiences, perceived time constraints, determining how much course time should be slated for science instruction versus pedagogy instruction, instructors' and students' lack of inquiry-based learning experiences, grade versus trust issues, and students' science phobia. Instructors' attempts at dealing with these dilemmas included using analogies, increased field-experience time, modeling, and detailed rubrics.

Copyright information

© Kluwer Academic Publishers 2004