Preservice Teachers’ Research Experiences in Scientists’ Laboratories |
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| Authors: | Sherri Brown Claudia Melear |
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| Institution: | (1) Department of Teaching and Learning, The University of Louisville, Louisville, KY, U.S.A.;(2) The University of Tennessee, Knoxville, TN, U.S.A. |
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| Abstract: | To promote the use of scientific inquiry methods in K-12 classrooms, departments of teacher education must provide science
teachers with experiences using such methods. To comply with state and national mandates, an apprenticeship course was designed
to afford preservice secondary science teachers opportunities to engage in an authentic, extended, open-ended inquiry. This
study describes three teachers’ apprenticeship experiences with a research scientist. Our model included placing preservice
teachers with scientists in expert/novice roles where each teacher would be actively engaged in constructing knowledge. From
triangulating interview, laboratory notebook, and reflective summary data resources, we identified common themes from re-occurring
statements. Findings indicated that participants acquired scientific skills and content knowledge; however, they expressed
limited use of these in their classrooms. |
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