Journal of Science Teacher Education

, Volume 16, Issue 3, pp 241–258 | Cite as

Development and Evaluation of an Inquiry-Based Elementary Science Teacher Education Program Reflecting Current Reform Movements

  • Gail R. Luera
  • Charlotte A. Otto
Article

Abstract

The National Science Education Standards (National Research Council 1996, National science education standards. Washington, DC: National Academy Press) and various other national and state documents call for teachers who possess science content knowledge, employ an inquiry approach in teaching, and engage in reflective practices. This paper describes a rationale for choosing particular recommendations to implement and how we incorporated those as we revised our elementary science education program. An analysis of the impact of the reformed inquiry-based content courses revealed that students who take more than one reformed content course improve their science content knowledge and efficacy towards teaching science significantly more than students who take fewer courses.

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Copyright information

© Springer Science + Business Media, Inc. 2005

Authors and Affiliations

  • Gail R. Luera
    • 1
  • Charlotte A. Otto
    • 2
  1. 1.School of EducationUniversity of Michigan-DearbornDearbornU.S.A.
  2. 2.College of Arts, Sciences, and LettersUniversity of Michigan-DearbornDearbornU.S.A.

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