Inquiry projects in science teacher education: What can investigative experiences reveal about teacher thinking and eventual classroom practice?

Abstract

Science education reform documents emphasize the importance of inquiry experiences for young learners. This means that teachers must be prepared with the knowledge, skills, and habits of thinking to mentor their students through authentic investigations. This study examines how preservice teachers' inquiry experiences, in a science methods course, influenced and were influenced by their conceptions of inquiry. The study also assesses how these experiences were associated with eventual classroom practice. Six preservice secondary teachers were observed during a 2‐month inquiry project and then followed into the classroom as they began a 9‐week teaching practicum. Data revealed that participants' preproject conceptions of the inquiry process were related to the conduct and interpretation of their own inquiry project, and that the project experience modified the inquiry conceptions of those participants who already had sophisticated understandings of scientific investigations. Perhaps most importantly, the participants who eventually used guided and open inquiry during their student teaching were not those who had more authentic views of inquiry or reflected most deeply about their own inquiry projects, but rather they were individuals who had significant undergraduate or professional experiences with authentic science research. Finally, this article advocates that independent science investigations be part of preservice education and that these experiences should be scaffolded to prompt reflection specifically about the nature of inquiry and conceptually linked to ways in which inquiry can be brought into the K‐12 classroom. © 2002 Wiley Periodicals, Inc. Sci Ed 87:112–143, 2003; Published online in Wiley InterScience (www.interscience.wiley.com). DOI 10.1002/sce.10044