Exploring Elementary Pre-Service Teachers’ Experiences and Learning Outcomes in a Revised Inquiry-Based Science Lesson: An Action Research

Mahsa Kazempour, Aidin Amirshokoohi

Abstract


In order for teachers to implement inquiry-based teaching practices, they must have experienced inquiry-based
learning especially during science content and methods courses. Although the impacts of inquiry-based
instruction on various cognitive and affective domains have been studied and documented little attention has
been paid to how PSTs experience inquiry in these classrooms. The aim of this action research project was to
explore our instructional strategies and elementary PSTs’ learning experiences as we developed and implemented
an inquiry-based lesson in a science content course for elementary education students. Video observation data,
instructor reflections, and student reflections were analyzed to shed light on students’ conceptual understanding
of the physical science concept, their learning experiences including team interactions, motivation and interest,
and concerns and frustrations, as well as the role of the instructor in the revised lesson.


Full Text: PDF DOI: 10.5539/jel.v2n2p144

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Journal of Education and Learning   ISSN 1927-5250 (Print)   ISSN 1927-5269 (Online)

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