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Everyday Physics: Listening to Pre-Service Teachers Reflect on Learning and Teaching Science Through Inquiry

Bender, Kathlyn M.

Abstract Details

2007, Master of Science, University of Akron, Physics.
Inquiry-based learning is believed to be one of the most effective ways to teach and learn science. However, many teachers are hesitant to use the method in class. The University of Akron recently began offering a one semester inquiry-based physics course to education majors. The course, Everyday Physics, is taught using inquiry-based instruction with embedded lecture. One of the main goals of the course was to help students become confident in their ability to practice and teach authentic science. The purpose of this project is to investigate the course’s successes and difficulties with implementing inquiry-based instruction and increasing students’ science teaching and learning self-efficacy. The project considers data gathered during the Spring semester of 2006. Participants include 21 middle-level education majors. Sources of reflection include journals in which students made entries throughout the semester and classroom observation. Our data indicate that most of the students in Everyday Physics were able to increase their self-efficacy for both learning and teaching inquiry-based science.
Rex Ramsier (Advisor)

Recommended Citations

Citations

  • Bender, K. M. (2007). Everyday Physics: Listening to Pre-Service Teachers Reflect on Learning and Teaching Science Through Inquiry [Master's thesis, University of Akron]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=akron1181076412

    APA Style (7th edition)

  • Bender, Kathlyn. Everyday Physics: Listening to Pre-Service Teachers Reflect on Learning and Teaching Science Through Inquiry. 2007. University of Akron, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=akron1181076412.

    MLA Style (8th edition)

  • Bender, Kathlyn. "Everyday Physics: Listening to Pre-Service Teachers Reflect on Learning and Teaching Science Through Inquiry." Master's thesis, University of Akron, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=akron1181076412

    Chicago Manual of Style (17th edition)