Preservice Teachers Inquiry Process
Manifestations of views of science, Subject matter knowledge and Prior inquiry experiences
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In this book Devrim Guven explores how presevice biology teachers inquiry processes and products are shaped by their views of science, subject matter knowledge and prior inquiry experiences. Through rich descriptions of personal characteristic of research participants and detailed account of inquiry process and products, this interpretive case study of preservice teachers provides an lively account of what it means to do an inquiry with real datasets in the area of evolutionary biology by using research-based educational technology tool. Based on the findings of the research, the book also con...
In this book Devrim Guven explores how presevice
biology teachers inquiry processes and products are
shaped by their views of science, subject matter
knowledge and prior inquiry experiences. Through
rich descriptions of personal characteristic of
research participants and detailed account of
inquiry process and products, this interpretive case
study of preservice teachers provides an lively
account of what it means to do an inquiry with real
datasets in the area of evolutionary biology by
using research-based educational technology tool.
Based on the findings of the research, the book also
contributes to the ongoing discussion about the
measurement of views of science by suggesting a
critical role for subject matter knowledge. Science
educators, researchers and teachers will find this
book enligthening.
biology teachers inquiry processes and products are
shaped by their views of science, subject matter
knowledge and prior inquiry experiences. Through
rich descriptions of personal characteristic of
research participants and detailed account of
inquiry process and products, this interpretive case
study of preservice teachers provides an lively
account of what it means to do an inquiry with real
datasets in the area of evolutionary biology by
using research-based educational technology tool.
Based on the findings of the research, the book also
contributes to the ongoing discussion about the
measurement of views of science by suggesting a
critical role for subject matter knowledge. Science
educators, researchers and teachers will find this
book enligthening.
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