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SCAFFOLDING THE INQUIRY CONTINUUM AND THE CONSTITUTION OF IDENTITY

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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.

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Authors and Affiliations

  1. Faculty of Education, Lakehead University, 955 Oliver Road, Thunder Bay, ON, Canada, P7B 5E1

    Wayne Melville & Anthony Bartley

  2. Faculty of Education, Brock University, St. Catharines, ON, Canada

    Xavier Fazio

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  1. Wayne Melville
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  2. Anthony Bartley
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  3. Xavier Fazio
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Correspondence to Wayne Melville.

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Melville, W., Bartley, A. & Fazio, X. SCAFFOLDING THE INQUIRY CONTINUUM AND THE CONSTITUTION OF IDENTITY. Int J of Sci and Math Educ 11, 1255–1273 (2013). https://doi.org/10.1007/s10763-012-9375-7

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  • DOI: https://doi.org/10.1007/s10763-012-9375-7

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