Search results for: Melear Claudia
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The study describes an apprenticeship course designed to provide preservice secondary science teachers opportunities to engage in an authentic, extended, open-ended scientific inquiry. The model included placing preservice teachers with scientists in expert/novice roles where each teacher would be actively engaged in constructing knowledge. Findings indicated that participants acquired scientific skills and content knowledge; however, they expressed limited use of these in their classrooms.
Updated: Feb. 19, 2008