Search results for: Inquiry

This paper presents a study of how practitioner-based enquiry was embedded in an initial teacher education programme; the reasons for this; and the purposes of the strategy, which raised the one-year postgraduate qualification to masters-level.

In this article, the author examines a preservice teacher’s use of the Inquiry-Application Instructional Model (I-AIM) to plan and enact an instructional sequence about photosynthesis. The author concludes that Leslie’s case illustrates some of the mediators that may shape preservice teachers’ uses of an instructional model, including their approach to teaching science, the curriculum materials they have available, and the meanings they make of the key constructs underlying the model.

In this article, the authors were interested to explore how teachers can effectively facilitate classroom discussions in the ways that elicit negotiation of meaning and maximize the potential of mathematical inquiry activities. In the neriage stage, Japanese teachers encourage students to listen to other students’ ideas carefully and consider the strengths and weaknesses of different problem-solving strategies. Then the teachers facilitate discussions to co-determine which strategy is the most reasonable and efficient one. This article introduces a video-based lesson study that explored how a group of U.S. teachers could successfully implement consensus building discussions (or neriage) in their mathematics classrooms.

This article emphasizes features of Internet literacy practices that preservice mathematics and science teachers found compelling and important for their pupils’ learning. 24 mathematics and science preservice teachers (PSTs) conducted a scaffolded investigation into the literacy practices of pupils in their practicum placements. These investigations clearly demonstrated to PSTs that Internet literacies create new demands on comprehension strategies that are in some ways similar to traditional literacies but in many respects go beyond them.