Journal of Science Teacher Education

, Volume 20, Issue 6, pp 553–582

The Influence of Repeated Teaching and Reflection on Preservice Teachers’ Views of Inquiry and Nature of Science


DOI: 10.1007/s10972-009-9144-9

Cite this article as:
Lotter, C., Singer, J. & Godley, J. J Sci Teacher Educ (2009) 20: 553. doi:10.1007/s10972-009-9144-9


This study describes the influence of a secondary science methods program on secondary science preservice teachers’ views and enactment of nature of science and inquiry-based instructional practices. Built into the structure of this program were three cycles of practice teaching and reflection in which the preservice teachers focused on key pedagogical ideas in classroom settings with middle and high school students. The nine secondary preservice teachers improved both their understanding and enactment of inquiry and nature of science throughout the program period. This study provides evidence of the importance of incorporating multiple low-stakes practicum experiences that are closely tied to methods course goals that are highly scaffolded through both methods instructor and cooperating teacher support and tied to analytic self-reflection.


Inquiry Secondary science Preservice teacher beliefs Nature of science 

Copyright information

© Springer Science+Business Media, B.V. 2009

Authors and Affiliations

  • Christine Lotter
    • 1
  • Jonathan Singer
    • 2
  • Jenice Godley
    • 1
  1. 1.Department of Instruction and Teacher Education, College of EducationUniversity of South CarolinaColumbiaUSA
  2. 2.University of Maryland, Baltimore CountyBaltimoreUSA

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