The impact of a fieldbased, inquiry-focused model of instruction on preservice teachers’ science learning and attitudes

The purpose of this study was to determine the effects of a field-based, inquiry-focused geoscience course designed to provide preservice teachers with opportunities for active, hands-on scientific investigation and for gaining skills in inquiry pedagogy. Impact on student learning and attitudes was measured through (a) dependent t-tests comparing pre-and post-measures for students enrolled in the new field course (n = 12) and (b) analysis of covariance comparisons between field course students and education students in the traditional, classroom-based course (n = 12). Results showed that students in the field course scored significantly higher than students in the traditional course on measures of inquiry, confidence for teaching science courses, knowledge building, and cooperative learning. There was no significant difference between the two instructional groups on geoscience content knowledge, indicating that students in the two courses gained an equivalent amount of knowledge. Additionally, although there was no difference in students ’ use of low-level questions, the field class scored significantly higher in high-level questioning. Results provide evidence of the promise of this approach in helping preservice teachers develop the needed skills and content knowledge to create effective and engaging science courses for their students. Correspondence should be addressed to Gwen Nugent, Nebraska Center for Research o