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“I’m Not the Science Type”: Effect of an Inquiry Biology Content Course on Preservice Elementary Teachers’ Intentions About Teaching Science

Journal of Science Teacher Education volume 16, pages 189–204 (2005)Cite this article

Abstract

Inquiry Into Life Science is a content biology course expressly for the fulfillment of the General Education life science laboratory course requirement of elementary education majors at this university. The course is modeled on the Teaching Standards and Content Standards of the National Science Education Standards [National Research Council. (1996). The national science education standards. Washington. DC: National Academy Press]. The change in intentions of 61 Fall 2002 enrollees were studied using triangulated quantitative and qualitative techniques to seek specific changes regarding self-perceived effectiveness as a biology teacher, self-perceived subject matter command, curriculum development competence, and pedagogical skills, all linked to developing intentions. Significant growth in all four domains was observed. These findings contribute to the research-based call for inquiry-oriented college science coursework for preservice teachers.

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Authors and Affiliations

  1. Department of Biology, University of Northern Iowa, Cedar Falls, IA, 50614, U.S.A.

    Jeffrey Weld & Lucas Funk

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  1. Jeffrey Weld
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  2. Lucas Funk
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Weld, J., Funk, L. “I’m Not the Science Type”: Effect of an Inquiry Biology Content Course on Preservice Elementary Teachers’ Intentions About Teaching Science. J Sci Teacher Educ 16, 189–204 (2005). https://doi.org/10.1007/s10972-005-4860-2

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  • DOI: https://doi.org/10.1007/s10972-005-4860-2

Keywords

  • Preservice Teacher
  • Elementary Teacher
  • Curriculum Development
  • Pedagogical Skill
  • Elementary Education