Mediators of a Preservice Teacher's Use of the Inquiry-Application Instructional Model

Research output: Contribution to journalArticle

10 Citations (Scopus)

Abstract

This paper reports on one preservice teacher's use of the Inquiry-Application Instructional Model (I-AIM) to plan and teach an instructional sequence on photosynthesis to 5th-grade students. Analysis of the preservice teacher's planned and enacted instructional sequences and interviews shows that the preservice teacher was successful in leveraging the conceptual change but not the inquiry aspects of the I-AIM. The mediators of this preservice teacher's use of the I-AIM included her approach to teaching science, the curriculum materials she had available, and the meanings she made of the underlying frameworks. Understanding the mediators of preservice teachers' uses of instructional models can inform teacher educators' approaches to supporting preservice teachers in using instructional models for organizing science instructional sequences.

Original languageEnglish (US)
Pages (from-to)79-100
Number of pages22
JournalJournal of Science Teacher Education
Volume22
Issue number1
DOIs
StatePublished - 2011

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Keywords

  • Elementary preservice teachers
  • Instructional models
  • Science methods course

ASJC Scopus subject areas

  • Education

Cite this

Mediators of a Preservice Teacher's Use of the Inquiry-Application Instructional Model. / Gunckel, Kristin L.

In: Journal of Science Teacher Education, Vol. 22, No. 1, 2011, p. 79-100.

Research output: Contribution to journalArticle

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