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Elementary preservice teachers’ experience with inquiry: Connecting evidence to explanation

  • Published:
Journal of Elementary Science Education

Abstract

This study examined preservice teachers’ understanding of the syntactic structures of inquiry; in particular, what it means to give priority to evidence and how to use evidence to construct explanations. Data were collected from student journals, the course syllabus, the assignment description, and weekly lesson plans. The use of content analysis methods resulted in three assertions: (1) the students relied mainly on their sense of sight and not on all senses to make observations; (2) they had difficulties giving priority to the evidence gathered to formulate explanations; and (3) they needed multiple opportunities in class to explicitly discuss and reflect on their understandings. This study has implications for teaching elementary science methods and for teacher educators interested in conducting self-study research.

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Authors and Affiliations

  1. Indiana University, 201 N. Rose Avenue, 47405, Bloomington, IN

    Meredith A. Park Rogers (Assistant Professor of Science Education)

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  1. Meredith A. Park Rogers
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Correspondence to Meredith A. Park Rogers.

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Rogers, M.A.P. Elementary preservice teachers’ experience with inquiry: Connecting evidence to explanation. J Elem Sci Edu 21, 47–61 (2009). https://doi.org/10.1007/BF03174722

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  • DOI: https://doi.org/10.1007/BF03174722

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