Content Knowledge and Classroom Inquiry Style: Factors Influencing Inquiry-based Science Teaching Practice of Elementary Student Teachers

Content Knowledge and Classroom Inquiry Style: Factors Influencing Inquiry-based Science Teaching Practice of Elementary Student Teachers

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This comparative case study examines the relationship between substantive content knowledge (SCK) of science concepts and inquiry-based teaching of those concepts through fine-grained analysis of the science teaching practice of three elementary student teachers in their final year of teacher preparation carried out within an elementary professional development school program (a partnership between a major northeastern university and a neighboring school district), resulting in numerous similarities in teaching context among the three participants.However, for the lesson on the amount of light, Sam indicated that she hadna#39;t done any research because a€œI kind of ... of the 1st and 2nd grade level concepts that was based largely on everyday experience with phenomena related to light, anbsp;...


Title:Content Knowledge and Classroom Inquiry Style: Factors Influencing Inquiry-based Science Teaching Practice of Elementary Student Teachers
Author: Annmarie Rehm Ward
Publisher:ProQuest - 2008
ISBN-13:

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