Search results for: Piegaro Melissa

The authors argue that teacher education programs can provide scaffolded contexts for developing teachers’ ability to critique, adapt, and design inquiry-based materials. In this paper, the authors describe a qualitative study of 17 preservice teachers enrolled in two consecutive science methods courses at a large public university on the east coast. The findings suggest that teachers improved in their ability to critique lesson plans and to suggest revisions that would make them more inquiry oriented.