Science Teacher Preparation: Themes of Exemplary STEM Inquiry Instruction

Liping Wei, Teresa LeSage-Clements


In response to increased attention to STEM teacher preparation, this paper intends to investigate the inquiry methods for improving STEM teaching and learning through unpacking the instructional implementation of a “Science as Inquiry” course in the teacher education program of a public university in a Southwestern state of the U.S. The purpose is examining the features underlying inquiry approach to science instruction, and therefore facilitating the dissemination and adoption of effective STEM instructional practices. Five themes are illuminated, presenting an exemplar of inquiry-based science instruction: a) nourishing an inquiring mind; (b) seeking the depth of understanding; (c) enacting guided inquiry; (d) cultivating cooperative learning; and (e) emphasizing experience-based learning. It is hopeful that this study can highlight the continued need for innovations in STEM teaching pedagogies and contribute to nation’s commitment to supporting and improving STEM education.

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International Journal of Contemporary Education

ISSN 2575-3177 (Print)   ISSN 2575-3185 (Online)

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