Using Science Teaching Case Narratives to Evaluate the Level of Acceptance of Scientific Inquiry Teaching in Preservice Elementary Teachers

Source: Journal of Science Teacher Education, Volume 21, Number 2, 215-226. (March 2010).

The National Science Education Standards have outlined flexible processes children perform when engaging in scientific inquiry.
Cases narratives are a common component of many university science education courses but rarely are they used as a tool to evaluate the preservice teachers within these courses.

The current article describes the construction of a positive and negative science teaching case narrative. These case narratives can be used to evaluate the level of acceptance of scientific inquiry teaching in preservice elementary teachers.