Inquiry-based Instruction with Archived, Online Data: An Intervention Study with Preservice Teachers |
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Authors: | Sedat Ucar Kathy Cabe Trundle and Lawrence Krissek |
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Institution: | (1) Faculty of Education, Elementary Science Education, Cukurova University, Adana, Turkey;(2) College of Education and Human Ecology, The Ohio State University, 333 Arps Hall, 1945 High Street, Columbus, OH 43210-1172, USA;(3) The School of Earth Sciences, The Ohio State University, 275 Mendenhall Laboratory, 125 S. Oval Mall, Columbus, OH 43210, USA |
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Abstract: | This mixed methods study described preservice teachers’ conceptions of tides and explored the efficacy of integrating online
data into inquiry-based instruction. Data sources included a multiple-choice assessment and in-depth interviews. A total of
79 participants in secondary, middle, and early childhood teacher education programs completed the multiple-choice assessment
of their baseline knowledge of tides-related concepts. A sub-group of 29 participants also was interviewed to explore their
understanding of tides in more detail before instruction. Eighteen of those 29 teachers participated in the instruction, were
interviewed again after the instruction, and completed the multiple-choice assessment as a posttest. The interview data sets
were analyzed via a constant comparative method in order to produce profiles of each participant’s pre- and post-instruction
conceptual understandings of tides. Additional quantitative analysis consisted of a paired-sample t-test, which investigated the changes in scores before and after the instructional intervention. Before instruction, all participants
held alternative or alternative fragments as their conceptual understandings of tides. After completing the inquiry-based
instruction that integrated online tidal data, participants were more likely to hold a scientific conceptual understanding.
After instruction, some preservice teachers continued to hold on to the conception that the rotation of the moon around the
Earth during one 24-hour period causes the tides to move with the moon. The quantitative results, however, indicated that
pre- to post-instruction gains were significant. The findings of this study provide evidence that integrating Web-based archived
data into inquiry-based instruction can be used to effectively promote conceptual change among preservice teachers. |
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