A new paper was published in the October issue of the International Journal of Science Education.
Biggers, M. & Forbes, C.T. (2012). Balancing teacher and student roles in elementary classrooms: Preservice elementary teachers’ ideas about the inquiry continuum. International Journal of Science Education, 34(14), 2205-2229.
This research are part of a larger study of preservice elementary teachers’ learning to use science curriculum materials to teach science as inquiry (Forbes, 2011; Forbes & Davis, 2010). The findings presented in this article build upon these previous studies to illustrate how preservice elementary teachers conceptualize the continuum from more student-directed to teacher-directed inquiry and use it to make instructional decisions for science.