期刊名称：Center for Educational Policy Studies Journal
印刷版ISSN：1855-9719
电子版ISSN：2232-2647
出版年度：2011
卷号：1
期号：1
页码：113
出版社：University of Ljubljana
摘要：Elementary teachers are often required to teach inquiry in theirclassrooms despite having had little exposure to inquiry learningthemselves. In a capstone undergraduate science coursepreservice elementary teachers experience scientific inquirythrough the completion of group projects, activities, readingsand discussion, in order to develop a sense of how inquirylearning takes place. At the same time, they learn science contentnecessary for teacher licensure. The course exposes studentsto different pathways of scientific discovery and to theuse of the computer both as a tool for conducting inquiry-basedinvestigations and as a means of collecting and sharing studentopinions. The students involved have many misconceptionsabout science and it is often difficult for them to distinguishscience from pseudoscience. Computer simulations are used tohelp students understand that difference. In addition, a classroomresponse system using “clickers” is used to poll studentopinions on controversial issues and to stimulate discussion
