Shaping Pre-Service Teachers' Attitudes: An Inquiry Approach to Course Reform

Authors

M. F. Neathery, Southwestern Oklahoma State University
B. Campbell, Southwestern Oklahoma State University
J. Chandler, University of Tulsa

Publication Date

2000

Abstract

The purpose of the study was to investigate the development of pre-service teachers’ attitudes toward teaching science with inquiry methods as the result of their participation in the two-hour elementary science methods class. Southwestern Oklahoma State University is a partner in the Oklahoma Teacher Education Collaborative (OTEC) which is funded by the National Science Foundation’s reform effort, Collaboratives for Excellence in Teacher Preparation (CETP). The reform effort focuses on the revision of the teacher preparation courses with emphasis on a systemic change in the method in which math, science, and education methods courses are taught across Oklahoma. Nine Oklahoma universities, including the University of Tulsa, Oklahoma State University, the University of Central Oklahoma, Northeastern Oklahoma State University, Cameron University, Langston University, Tulsa Community College and Southwestern Oklahoma State University, have focused on revising the identified courses with inquiry-based instruction.

Volume

4

Issue

1

First Page

215

Last Page

221

Rights

© Virginia Mathematics and Science Coalition, licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0) (https://creativecommons.org/licenses/by/4.0/)

DOI

https://doi.org/10.25891/KYT4-3T62

Recommended Citation

Neathery, M. F.; Campbell, B.; and Chandler, J. (2000) "Shaping Pre-Service Teachers' Attitudes: An Inquiry Approach to Course Reform," Journal of Mathematics and Science: Collaborative Explorations: Vol. 4: No. 1, Article 17.
Available at: https://scholarscompass.vcu.edu/jmsce_vamsc/vol4/iss1/17