Dispositions Supporting Elementary Interns in the Teaching of Reform-Based Science Materials

Abstract

Dispositions supporting the teaching of science as structured inquiry by four elementary candidates are presented. Candidates were studied during student teaching based on their positive attitudes toward teaching science with reform-based materials in their methods course. Personal learning histories informed their attitudes, values, and beliefs about the teaching and learning of science through structured inquiry. Supportive dispositions included curiosity and questioning, investigating first-hand, learning together, and active learning. These dispositions supported early science teaching despite candidates limited science content knowledge, and may contribute to candidates’ further learning of science.

Keywords:

• Dispositions
• Inquiry
• Reform-based curriculum
• Personal learning histories