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Learning to teach physics through inquiry: The lived experience of a graduate teaching assistant
Author(s) -
Volkmann Mark J.,
Zgagacz Marta
Publication year - 2004
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/tea.20017
Subject(s) - phenomenology (philosophy) , mathematics education , science education , identity (music) , pedagogy , graduate students , psychology , teaching method , physics education , physics , epistemology , philosophy , acoustics
Abstract This investigation examines the difficulties encountered by one graduate teaching assistant as she taught Physics for Elementary Education , a large‐enrollment, inquiry‐based science course taught at a public Midwestern university. The methodological approach of hermeneutic phenomenology served as the lens to investigate the research question, “What is the lived experience of a graduate teaching assistant as she learned to teach physics through inquiry to elementary education students?” We summarize the findings in terms of the blending of two conceptual frameworks: orientations to science teaching and professional identity. We learned that fundamental beliefs about the nature of science support certain orientations, and if those beliefs remain unchallenged, then the orientation is unlikely to change. Finally, we discuss implications for strategies that may assist college‐level instructors with changing their orientation to teaching science. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 584–602, 2004