INQUIRING INTO MY SCIENCE TEACHING THROUGH ACTION RESEARCH: A CASE STUDY ON ONE PRE-SERVICE TEACHER’S INQUIRY-BASED SCIENCE TEACHING AND SELF-EFFICACY
- 939 Downloads
This case study reports the effects of a cooperative learning field experience on a pre-service teacher’s views of inquiry-based science and her science teaching self-efficacy. Framed by an action research model, this study examined (a) the pre-service teacher’s developing understanding of inquiry-based science teaching and learning throughout the planning and implementation phases of the field experience and (b) the pre-service teacher’s inquiry-based science teaching self-efficacy beliefs prior to and after the field experience. The pre-service teacher’s self-reflections before and after the field experience, video reflections, and results from the Personal Science Teaching Efficacy, a subscale on the Science Teaching Expectancy Belief Instrument-form B, were analyzed in this study. The findings revealed that (a) the pre-service teacher’s understanding of inquiry-based science teaching and learning was developed and enhanced through the planning and teaching phases of the field experience and (b) the pre-service teacher’s science teaching self-efficacy beliefs were improved as a result of a stronger appreciation and understanding of inquiry-based science teaching and learning. Further, the significance of this study suggests the use of cooperative inquiry-based field experiences and pre-service teacher action research by teacher education programs as means to deepening understanding of inquiry-based science instruction and increasing self-efficacy for such teaching.
KEY WORDSaction research field experience inquiry-based science teaching and learning pre-service teacher self-efficacy beliefs
Unable to display preview. Download preview PDF.
- Akerson, V. L. & McDuffie, A. R. (2002). The elementary science teacher as researcher. Washington, D.C.: EDRS, U.S. Department of Education.Google Scholar
- Bandura, A. (1997). Self-efficacy the exercise of control. New York: W. H. Freeman and Company.Google Scholar
- Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage.Google Scholar
- Enochs, L. G., & Riggs, I. M. (1990). Further development of an elementary science teaching efficacy belief instrument: A preservice elementary scale. School Science & Mathematics, 90, 694–706.Google Scholar
- Kang, N. (1997). Elementary teachers' teaching for conceptual understanding: Learning from action research. Journal of Science Teacher Education, 18, 470–495.Google Scholar
- National Research Council (1996). National science education standards (4th ed.). Washington, D.C.: National Academy Press.Google Scholar
- National Research Council (2000). Inquiry and the national science education standards: A guide for teaching and learning. Washington, D.C.: National Academy Press.Google Scholar
- Parsons, S., & Reynolds, K. E. (1995). Establishing an action research agenda for pre-service and inservice elementary teacher collaboration on self-empowerment in science. In Presented at the annual meeting of the NRST, San Francisco, CA, 1–12.Google Scholar
- Strauss, A. & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage.Google Scholar