ANALYZING THE EFFECTS OF INQUIRY-BASED INSTRUCTION ON THE LEARNING OF ATMOSPHERIC SCIENCE AMONG PRE-SERVICE TEACHER EDUCATION STUDENTS

This study tested whether or not pre-service teacher education students enrolled in inquiry-based earth science courses gained more thorough knowledge, comprehension, and application proficiencies with regard to atmospheric science concepts included in the Michigan Curriculum Framework for Science Education--the content standards of the Michigan State Board of Education for K-12--than did pre-service teacher education students enrolled in a traditionally-based earth science lecture/laboratory course. Content proficiencies were tested at the beginning of the semester (the pretest) and again at the end of the semester (the posttest). A sample of students participated in post-test interview sessions designed to examine in depth their knowledge, comprehension, and application proficiencies with regard to atmospheric science content. Classroom observation data related to the behavior of both students and instructors were collected and were later coded and analyzed using a lesson observation instrument that was based on Michigan and national teaching and learning standards and had an orientation toward inquiry and investigative approaches to learning. Analysis of the pretest/posttests revealed that students in the traditional cours