Peer Review of Teaching Project

 

Date of this Version

2014

Document Type

Portfolio

Comments

Course portfolio developed as part of the UNL Peer Review of Teaching Project (peerreview.unl.edu)

Copyright (c) 2014 Elizabeth Lewis

Abstract

Objective: My goal for this teacher action research project was to better understand how to improve students' learning of how to teach science through active and inquiry-based learning experiences.

Abstract: I framed the course under study around an essential question which was: How does a scientific classroom discourse community support student learning? Inquiry-based instruction is a cornerstone of science teaching, thus I investigated preservice science teachers' learning about how to teach science through inquiry-based instruction. By the end of the course all of the students had improved their understanding of inquiry-based instruction and were able to generate better science lessons that align with national and state-level science education standards. I attribute this to using educative assessment methods that allowed students to revise their work until they had achieved a basic level of mastery.

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