This comparative case study examines the relationship between substantive content knowledge (SCK) of science concepts and inquiry-based teaching of those concepts through fine-grained analysis of the science teaching practice of three elementary student teachers in their final year of teacher preparation carried out within an elementary professional development school program (a partnership between a major northeastern university and a neighboring school district), resulting in numerous similarities in teaching context among the three participants.... multiple-choice questions covering concepts such as light travel, reflection and plane mirror optics, and refraction and simple ... Percentage of correct answers for the eight questions ranged from a high of 69% to a low of 15%, with a mean of 44%. ... for those preservice elementary teachers who had successfully completed a chemistry or physics course in high school, ... to document limitations in depth of content knowledge, it does not provide insights into subjectsa#39; understanding 29.
|Title||:||Content Knowledge and Classroom Inquiry Style: Factors Influencing Inquiry-based Science Teaching Practice of Elementary Student Teachers|
|Author||:||Annmarie Rehm Ward|
|Publisher||:||ProQuest - 2008|