Abstract
This study examined the impact of a recently revised science course that engaged preservice teachers in a scaffolded, student-directed inquiry unit on local streams. Upon the completion of the inquiry project, the teacher candidates in the stream study classes demonstrated significantly greater improvement in the personal science teaching efficacy (PSTE) beliefs than their peers did in the non-stream study classes. Furthermore, the paper reported how the prospective elementary teachers perceived their understandings of science and the instructional strategies related to the stream study unit. Implications and recommendations for future studies are also discussed.
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Liang, L.L., Richardson, G.M. Enhancing prospective teachers’ science teaching efficacy beliefs through scaffolded, student-directed inquiry. J Elem Sci Edu 21, 51–66 (2009). https://doi.org/10.1007/BF03174715
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DOI: https://doi.org/10.1007/BF03174715