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SCAFFOLDING THE INQUIRY CONTINUUM AND THE CONSTITUTION OF IDENTITY

  • Wayne MelvilleEmail author
  • Anthony Bartley
  • Xavier Fazio
Article

ABSTRACT

This article considers the impact of scaffolding on pre-service science teachers’ constitution of identities as teachers of inquiry. This scaffolding has consisted of 2 major components, a unit on current electricity which encompasses the inquiry continuum and an open inquiry which is situated in context of classroom practice. Our analysis indicates 2 major themes. The first is the importance of scaffolding inquiry as a strategy for engaging in the discourses, experiences, and emotions that are foundational to the constitution of identity from the post-structural perspective. The second theme is that the opportunity to conduct an open inquiry, while concurrently considering its pedagogical implications, provides our pre-service teachers with an appreciation of the value of inquiry.

KEY WORDS

inquiry pre-service teachers scaffolding 

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Copyright information

© National Science Council, Taiwan 2012

Authors and Affiliations

  1. 1.Faculty of EducationLakehead UniversityThunder BayCanada
  2. 2.Faculty of EducationBrock UniversitySt. CatharinesCanada

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