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Curriculum goals that promote child-centered inquiry
learning in science classrooms can only be met if teachers believe both
in the pedagogy promoted and in the perspectives on science
represented in that curriculum. Apart from those issues, an inquiryfocused curriculum requires teachers to engage their students in
activities (such as inquiry investigations) that they themselves may not
have experienced. This paper reports on findings from two
complementary studies that investigated secondary science student
teachers engaging with inquiry activities from two different
perspectives: as investigators conducting an inquiry, and as evaluations
of inquiry work done by others. Findings from these studies suggest
that there are considerable challenges to be faced in having inquiry
enacted in classrooms.
G Michael Bowen Wood. (2007) Science Education: Challenges and Contradictions in the Preparation of Science Teachers and Curriculum, , Volume 1, Issue 2.
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