A Perspective Of Inquiry Teaching In Science Teacher Education Practice

In the new wave of international science education reform, the goal of science education is defined as"Achieving Scientific Literacy for All Students", therefore"Scientific Inquiry"has a crucial significance for reaching the goal. To complete the mission of the reform, sweeping changes must be carried out in science teacher education, because classrooms are where the reform takes place and teachers are executants of the curriculum reform. On the setting, the science teacher education field comes to a consensus on cultivation of science teacher with the inquiry ideal, and"bringing Inquiry Teaching into science teacher education"has become an important step for realizing it.The Guangxi Normal University Science Education Research Team (GNUSERT) headed by Pro. Luo Xingkai has explored and innovated actively the theory and practice of science teacher education by learning advanced experience at home and abroad for several years. At present, the international science teacher education field and GNUSERT are both advocating"teaching them using the teaching methods we hope them to teach".Based on the GNUSERT'research, the study regards their science teacher education classroom as the study sites, regards their behavior in classroom as study objects and questions closely"what did they do in these classroom? And why do so?". Thus, by looking back on their footsteps, the study aims to draw a live picture of inquiry teaching, appreciate and seek inquiry teaching thoughts and essence through analyzing and unscrambling the teachers'behavior in classroom. Consequently, the study hopes to provide the practical recommendations for science teacher educators'exploring on"cultivating science teachers holding inquiry ideology".The study adopts the qualitative research method.After comparing and analyzing many science teacher education classrooms, I finally select"Questing Difficulty Electrostatic Experiment Problem","Researching Demonstration Experiment of Self-induced Phenomena"and"Inquiring Wine Activity"as my research objects in order to obtain more intensive and rich information. Research data mainly come from nearly 30 hours classroom video about three cased of different time. In the process of observation and analysis, I primarily concentrate on the five basic characteristics of science classroom inquiry– problem, evidence, explanation, evaluation, exchanges and demonstration.In the handling of scientific problems, teachers transform a scientific explanation problem into a scientific empirical problem by promoting students'conjecture, in order that it triggers learners in the experimental inquiry, and leads the activities to further collect data and use data for explaining scientific phenomena; teacher guided more in-depth inquiry by selecting an important and reasonable scientific problem; teacher exposure to the students'preconception by cleverly designing scientific problem context; In the handling of evidence and explanation, fully embodied their awareness and understanding of nature of science– science based on evidence, but the scientific evidence through observation and experiments could not confirm a theory once and for all; the scientific explanation that scientists and public have accepted is not absolutely truth, but must contain the conjecture, so, it can be constantly revised or even abandoned; the process of evidence to explanation is shackled by reasoning, in other words, the process follow a logic, we must exclude the impact of personal bias as far as possible; the evidence must withstand question and test, otherwise, it has to be abandoned– this awareness and understanding guided their instructional design, infiltrated in the all details of classroom teaching, and conveyed to the students by their teaching behavior in classroom. In the process of evaluation, exchange and demonstration, showed mainly their critical scientific attitude and scientific thinking, students assessed their own preconception in comparison, reached the change of preconception to scientific conception by the experimental demonstration between students and students, students and teacher; teacher can deeply understand the preconception of students and its reasons by critical discussions between students and students, students and teacher; students can choose to have a stronger explanation and greater predictive perspective, and really understand scientific problem on the basis of comparing the pros and cons of various views between students and students, students and teacher.Study finds that teachers'any words and deeds in inquiry teaching classroom reflect their understanding to"what is science"and"how do students to learn science". I do not really go into the thought of inquiry teaching, and do not fully appreciate the soul of the thought of inquiry teaching–"deoxidizing nature of science"and"respect students'law of learning science"– until I understand the view of science and learning science.Consequently, we must bring inquiry teaching into science teacher education in order to cultivating science teachers holding inquiry ideal. Synchronously, we must bring science psychology courses, history and philosophy of science courses into science teacher education because understand and comprehend view of science and learning science is the footstone to grasp inquiry teaching.