Search results for: Toland Michael D.
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The goal of this study was to determine the effects of a field-based, inquiry-focused course on pre-service teachers’ geoscience content knowledge, attitude toward science, confidence in teaching science, and inquiry understanding and skills. Results provide evidence of the value of the field and inquiry-based approach in helping pre-service teachers develop the needed skills and knowledge to create effective inquiry-based science lessons.
Updated: Feb. 27, 2013