The Effect of an Inquiry-Based Early Field Experience on Pre-Service Teachers’ Content Knowledge and Attitudes Toward Teaching Feature Summary

Type:
Early Teaching Experiences
Title:
The Effect of an Inquiry-Based Early Field Experience on Pre-Service Teachers’ Content Knowledge
Description:
As part of a pre-service science course for teachers at California State Polytechnic University, Pomona, we provided an early field inquiry-based teaching experience. A K-12 science specialist and Cal Poly Pomona faculty member worked together to help students develop a formal standards-based lesson plan and present it to a class of 5th grade students in a local elementary school. The article discusses the effect of the field experience on student content knowledge, confidence in teaching inquiry-based science lessons, as well as their attitudes towards teaching.
Featured:
November 2, 2010 - December 2, 2014