Content Knowledge and Classroom Inquiry Style: Factors Influencing Inquiry-based Science Teaching Practice of Elementary Student Teachers

Content Knowledge and Classroom Inquiry Style: Factors Influencing Inquiry-based Science Teaching Practice of Elementary Student Teachers
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Published on 2008 by ProQuest

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This comparative case study examines the relationship between substantive content knowledge (SCK) of science concepts and inquiry-based teaching of those concepts through fine-grained analysis of the science teaching practice of three elementary student teachers in their final year of teacher preparation carried out within an elementary professional development school program (a partnership between a major northeastern university and a neighboring school district), resulting in numerous similarities in teaching context among the three participants.

This Book was ranked 18 by Google Books for keyword a science enthusiast.