Learning "to Do" and Learning "about" Inquiry at the Same Time: Different Outcomes in Valuing the Importance of Various Intellectual Tasks in Planning, Enacting, and Evaluating an Inquiry Curriculum

Autor/inn/en	Syer, Cassidy A.; Chichekian, Tanya; Shore, Bruce M.; Aulls, Mark W.
Titel	Learning "to Do" and Learning "about" Inquiry at the Same Time: Different Outcomes in Valuing the Importance of Various Intellectual Tasks in Planning, Enacting, and Evaluating an Inquiry Curriculum
Quelle	In: Instructional Science: An International Journal of the Learning Sciences, 41 (2013) 3, S.521-537 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-012-9242-5
Schlagwörter	Continuing Education; Psychology; Student Teachers; Preservice Teachers; Discriminant Analysis; Inquiry; Comparative Analysis; Elementary School Teachers + Suchen Sie Ihr Suchwort? Weiterbildung; Psychologie; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Diskriminanzanalyse; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	Participants included 112 Year 1 and 54 Year 4 undergraduate preservice teachers, 21 continuing education students, and 18 honors psychology students. The programs provided different exposure to inquiry. Groups were compared on the importance attributed to specific building blocks (strategic demands) of inquiry instruction and learning, and prescriptions to enact inquiry curriculum. In MANOVA and discriminant analyses, Year 4 elementary preservice teachers and continuing education students accorded higher importance to a greater number of inquiry demands, and better understood how to implement an inquiry curriculum, than Year 1 student teachers. Honors psychology students, having done an inquiry project, resembled Year 4 preservice and continuing education teachers who also learned about inquiry, on the importance accorded to inquiry strategic demands. Teachers and student teachers identified a greater number of important elements of planning, enacting, and evaluating inquiry curriculum. Therefore, in preparation for teaching, both doing and learning about inquiry are important. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10