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Exploring Preservice Science Teachers' Interpretations of Curricular Experiences While Learning to Teach in an Inquiry-Oriented Way: A Phenomenology
Sander, Scott A.

2014, Doctor of Philosophy, Miami University, Educational Leadership.
Despite ubiquitous calls for school reform, the traditional transmission model of education continues to dominate our nation’s science classrooms at all levels. How do these experiences impact those who enter formal teacher education programs and Methods courses that promote a more inquiry-oriented way of teaching science? The purpose of this foundational study was to explore the interpretations of five preservice science teachers’ (PSTs) curricular experiences in order to gain a greater understanding directly from the participants about learning to teach in an inquiry-oriented way.

Phenomenology was selected as a flexible methodology that enabled access to the “lifeworld” that PSTs had constructed of their experiences within a science Methods course. The inquiry-based methods used within the course also provided the data that ultimately became the bulk of the stories presented in Chapter 4. The methods were selected for their ability to make the PSTs’ thinking visible. The use of “thinking routines” within the context of the Methods course supplied data from the PSTs as they were in the role of a student. The use of the virtual classroom TeachLivE™ supplied data from the PSTs as they were in the role of a teacher. The data generated by these unique methods helped to constitute the stories presented in Chapter 4. Instead of stories about the PSTs these are stories constructed from the data that represents the thinking of PSTs.

The stories are presented as what PSTs see, believe, care about, and wonder with regards to learning to teach in an inquiry-oriented way. This data indicates that while PSTs have taken notice of the challenge to their existing ideas about teaching science there are still significant barriers that must be overcome to replace entrenched beliefs in order for them to implement inquiry-oriented practices in their future classrooms.

As a beginning step in the inquiry process and aligned with constructivist theories of learning, thinking routines and TeachLivE™ have the potential to elicit the prior knowledge of PSTs regarding learning to teach. By providing a way to hear the voices of PSTs and make their thinking visible, I surface implications for science education and future research to shift the traditional discourse within classrooms.
Thomas Poetter, PhD (Committee Chair)
Lisa Weems, PhD (Committee Member)
Ann MacKenzie, PhD (Committee Member)
Nazan Bautista, PhD (Committee Member)
171 p.

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Sander, S. (2014). Exploring Preservice Science Teachers' Interpretations of Curricular Experiences While Learning to Teach in an Inquiry-Oriented Way: A Phenomenology . (Electronic Thesis or Dissertation). Retrieved from https://etd.ohiolink.edu/

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Sander, Scott. "Exploring Preservice Science Teachers' Interpretations of Curricular Experiences While Learning to Teach in an Inquiry-Oriented Way: A Phenomenology ." Electronic Thesis or Dissertation. Miami University, 2014. OhioLINK Electronic Theses and Dissertations Center. 23 Oct 2017.

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Sander, Scott "Exploring Preservice Science Teachers' Interpretations of Curricular Experiences While Learning to Teach in an Inquiry-Oriented Way: A Phenomenology ." Electronic Thesis or Dissertation. Miami University, 2014. https://etd.ohiolink.edu/

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