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dc.contributor.advisorVolkmann, Mark J.eng
dc.contributor.authorVarma, Tinaeng
dc.date.issued2007eng
dc.date.submitted2007 Springeng
dc.descriptionThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file.eng
dc.descriptionTitle from title screen of research.pdf file (viewed on April 10, 2009)eng
dc.descriptionVita.eng
dc.descriptionThesis (Ph. D.) University of Missouri-Columbia 2007.eng
dc.description.abstractThe purpose of this research was to determine from elementary preservice teachers' perspectives their understanding of inquiry-based pedagogy and their confidence to teach science after concurrently completing a traditional elementary science education methods course and the associated science field experience. Results of this study indicate that when multiple inquiry-based experiences and instructional strategies, consistent with the National Science Education Standards, are integrated into a traditional elementary science methods course and reinforced through observations of classroom practice in the field, preservice teachers develop an understanding of scientific inquiry and inquiry based science instruction, develop an appreciation for the benefits of teaching and learning science in a constructivist environment, develop confidence to teach science and indicate intent to use inquiry-based science teaching strategies in their own classroom practice. Findings from this research study have implications for the design of the elementary education science methods course and its associated science field experience.eng
dc.description.bibrefIncludes bibliographical referenceseng
dc.identifier.merlinb66725070eng
dc.identifier.oclc318220267eng
dc.identifier.urihttps://doi.org/10.32469/10355/4763eng
dc.identifier.urihttps://hdl.handle.net/10355/4763
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcommunityUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.rightsOpenAccess.eng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
dc.subject.lcshTeachingeng
dc.subject.lcshScience -- Study and teaching (Elementary)eng
dc.subject.lcshStudent teacherseng
dc.titlePreservice elementary teachers' perceptions of their understanding of scientific inquiry-based pedagogy and their confidence to teach science : influence of elementary science education methods course and science field experienceeng
dc.typeThesiseng
thesis.degree.disciplineLearning, teaching and curriculum (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


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