MOTIVATION FOR INQUIRY SCIENCE TEACHING
Effects of background and course experiences on preservice teachers
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Inquiry-based science instruction is a major goal of science education reform, but there is little research on how preservice elementary teachers are motivated to teach through inquiry. This book highlights motivational aspects of an inquiry-based science methods course for preservice elementary teachers as well as the effects of their background experiences and on developing interest in science and interest in teaching science. Data collected during the course found that both background experiences, including elementary school experiences, and motivational qualities of course contributed to d...
Inquiry-based science instruction is a major goal of science education reform, but there is little research on how preservice elementary teachers are motivated to teach through inquiry. This book highlights motivational aspects of an inquiry-based science methods course for preservice elementary teachers as well as the effects of their background experiences and on developing interest in science and interest in teaching science. Data collected during the course found that both background experiences, including elementary school experiences, and motivational qualities of course contributed to development of interest in science in various ways. Participants rated course activities with higher levels of inquiry as more fun, more interesting, and promoting more learning. The Science Background Experiences Survey has the potential to measure both formal and informal science experiences in further research. A rubric developed to rate course activities on level of inquiry is a good start for examining course activities. This book includes a comprehensive literature review on inquiry science teaching and motivational constructs.
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