Date of this Version
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.