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Development and Evaluation of an Inquiry-Based Elementary Science Teacher Education Program Reflecting Current Reform Movements

dc.contributor.authorLuera, Gail R.en_US
dc.contributor.authorOtto, Charlotte A.en_US
dc.date.accessioned2006-09-08T21:06:29Z
dc.date.available2006-09-08T21:06:29Z
dc.date.issued2005-08en_US
dc.identifier.citationLuera, Gail R.; Otto, Charlotte A.; (2005). "Development and Evaluation of an Inquiry-Based Elementary Science Teacher Education Program Reflecting Current Reform Movements." Journal of Science Teacher Education 16(3): 241-258. <http://hdl.handle.net/2027.42/43136>en_US
dc.identifier.issn1046-560Xen_US
dc.identifier.issn1573-1847en_US
dc.identifier.urihttps://hdl.handle.net/2027.42/43136
dc.description.abstractThe National Science Education Standards (National Research Council 1996, National science education standards . Washington, DC: National Academy Press) and various other national and state documents call for teachers who possess science content knowledge, employ an inquiry approach in teaching, and engage in reflective practices. This paper describes a rationale for choosing particular recommendations to implement and how we incorporated those as we revised our elementary science education program. An analysis of the impact of the reformed inquiry-based content courses revealed that students who take more than one reformed content course improve their science content knowledge and efficacy towards teaching science significantly more than students who take fewer courses.en_US
dc.format.extent157455 bytes
dc.format.extent3115 bytes
dc.format.mimetypeapplication/pdf
dc.format.mimetypetext/plain
dc.language.isoen_US
dc.publisherKluwer Academic Publishers; Springer Science + Business Media, Inc.en_US
dc.subject.otherEducationen_US
dc.subject.otherScience Educationen_US
dc.subject.otherTeacher Educationen_US
dc.titleDevelopment and Evaluation of an Inquiry-Based Elementary Science Teacher Education Program Reflecting Current Reform Movementsen_US
dc.typeArticleen_US
dc.subject.hlbsecondlevelManagementen_US
dc.subject.hlbsecondlevelEducationen_US
dc.subject.hlbsecondlevelScience (General)en_US
dc.subject.hlbsecondlevelWomen's and Gender Studiesen_US
dc.subject.hlbsecondlevelEconomicsen_US
dc.subject.hlbtoplevelSocial Sciencesen_US
dc.subject.hlbtoplevelBusinessen_US
dc.subject.hlbtoplevelScienceen_US
dc.subject.hlbtoplevelHumanitiesen_US
dc.description.peerreviewedPeer Revieweden_US
dc.contributor.affiliationumSchool of Education, University of Michigan-Dearborn, Dearborn, MI, 48128, U.S.A.en_US
dc.contributor.affiliationumCollege of Arts, Sciences, and Letters, University of Michigan-Dearborn, Dearborn, MI, 48128, U.S.A.en_US
dc.contributor.affiliationumcampusDearbornen_US
dc.contributor.affiliationumcampusAnn Arboren_US
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/43136/1/10972_2005_Article_4585.pdfen_US
dc.identifier.doihttp://dx.doi.org/10.1007/s10972-005-4585-2en_US
dc.identifier.sourceJournal of Science Teacher Educationen_US
dc.owningcollnameInterdisciplinary and Peer-Reviewed


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