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This edited book explores different international practices in
reforming science teacher education programs for STEM education.
Incorporating case studies in Asia, the Middle East, Africa,
Europe, North America and South America, the contributors emphasise
the large variety in STEM teacher preparation. Including
science-centric versions of STEM programs as well as more
integrated models of STEM, this contextual diversity will help
readers learn about the design, opportunities, and challenges of
STEM teacher preparation in a variety of circumstances, in order to
innovate and improve STEM education more broadly.
This volume discusses Alfred Binet's works on pedagogy based on his
"Orthopedie Mentale". Binet had empirically found that his idea of
a test of general intelligence could be replaced by a test on
"problem areas". These problem areas were then to be specifically
addressed and improved within a relatively short time. As a result,
students dramatically improved in their IQ test results. Binet died
before he could publish the results. Fortunately, the rector of the
school, Victor Vaney, published the results of Binet's experiments
in his school. This volume provides the first English translation
of Vaney's publication as well as an introduction to Binet's mostly
forgotten late work.
Inquiry pedagogy was promoted heavily by John Dewey in the early
1900s as he described how students should not only learn about
science, but also participate in problem-solving and scientific
practices as part of their education. Sixty years later, the
National Science Education Standards (NSES) were published
(National Research Council, 1996) echoing Dewey's recommendations
for educators to teach science less didactically and to include the
development of critical thinking in a variety of ways - including
scientific inquiry. The NSES (pg. 31) stated, "Inquiry into
authentic questions generated from student experiences is the
central strategy for teaching science." Despite emphasis placed
upon inquiry teaching practices in the ebb and flow of
conversations over the last century, science educators still
struggle to move current and future educators to a place where
inquiry pedagogy is a regular part of what happens as part of
science learning in the classroom. This is a multifaceted issue
facing us with factors inhibiting inquiry teaching practices
including the lack of prior experiences learning through inquiry,
the pressures of high-stakes standardized tests that seemingly do
not support inquiry learning, and other school culture issues that
exist. Most science majors who are inspired to become teachers of
children learning science have experienced very didactic or
traditional forms of learning throughout their educational careers.
These science majors, a relatively small group of U.S. students,
have experienced a type of success in learning about science that
is not necessarily paralleled by their peers who were not
successful in science classes. This dilemma poses a problem for
science educators as we work to include science "for all Americans"
making science accessible to all students -- not only the few who
later enter science careers. These same science majors, some of who
become preservice science teachers, are often resistant to new
types of teaching as they have felt personal success in learning
science traditionally through textbook reading and verification
labs and are hesitant to teach in any other way than how they were
taught. This book examines secondary science preservice teachers as
they reflect upon their teaching practices, their educational
philosophies, and their student teaching experiences as they
attempt to teach using inquiry pedagogy. Little research literature
exists that follows preservice teachers through their development
in a science education program as they are challenged in learning
how to teach using inquiry pedagogy. This book highlights the
successes and struggles as told by preservice teachers through
their writing and interviews. Additionally, as part of their
student teaching, the preservice teachers were asked to submit a
video showing evidence of inquiry pedagogy in their classrooms. The
lesson plans and video data were analyzed to determine whether or
not the preservice teachers were indeed attempting to teach science
content through inquiry. The lessons learned include the importance
of the influential teacher-mentor, as well as the need for science
educators to provide repeated, sustained, and guided inquiry
experiences for preservice science teachers. Inquiry Pedagogy and
the Preservice Science Teacher is an important book for those who
are studying and researching about inquiry pedagogy in science
education.
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