This comparative case study examines the relationship between substantive content knowledge (SCK) of science concepts and inquiry-based teaching of those concepts through fine-grained analysis of the science teaching practice of three elementary student teachers in their final year of teacher preparation carried out within an elementary professional development school program (a partnership between a major northeastern university and a neighboring school district), resulting in numerous similarities in teaching context among the three participants.Her inservice teaching placement was in a fifth grade classroom, and the observed lessons involved topics of several geological processes, ... The authors suggest that these findings provide an example of best practices for teaching science through giving priority to ... Hershberger, Zembal-Saul, and Starr (2006) describe a modification of the well known KLW chart that they expanded to include theanbsp;...
|Title||:||Content Knowledge and Classroom Inquiry Style: Factors Influencing Inquiry-based Science Teaching Practice of Elementary Student Teachers|
|Author||:||Annmarie Rehm Ward|
|Publisher||:||ProQuest - 2008|