Date of Award
2011
Publication Type
Master Thesis
Degree Name
M.A.Sc.
Department
Education
Keywords
Science education.
Supervisor
Zhou, George (Education)
Rights
info:eu-repo/semantics/openAccess
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Abstract
For many years, students have experienced passive learning in an environment where teachers instruct by lecturing information. Using open ended semi-structured interviews, this study investigated pre-service science teachers' perspectives of inquiry based teaching and their experiences with implementing it. The majority of the teachers interviewed were not familiar with inquiry before they began their bachelor of education, yet all participants' perceptions were initially or grew to be very positive regarding this style of teaching. Due to a lack of familiarity and time, teachers attempted this route to develop positive student experiences with consistent barriers and lack of support. Findings from one interviewee who had learned through inquiry show that exposure through one's own education can ease the implementation of inquiry based teaching. This indicates a need for more support from all levels of education and earlier implementation so that developing teachers will eventually have learned through inquiry.
Recommended Citation
Reaume, Rebecca, "Pre-service teacher perceptions of and experiences with the implementation of inquiry based science teaching" (2011). Electronic Theses and Dissertations. 109.
https://scholar.uwindsor.ca/etd/109