EAPRIL edition:NN location:Luxembourg date:24-27 November 2015
In the present study a case based approach for teaching scientific inquiry was designed and tested in one single teacher department with 60 preschool teacher students. A pretest, an intervention with video cases and a posttest was used. The following elements were measured in both the pretest and the posttest: a) to what extent, students rate themselves as competent in doing science in preschool classrooms, b) what is their attitude towards science in a professional context and c) which didactic components are supposed to be important when students prepare a session for science. In addition it was observed in small groups how student teachers began to notice features of classroom interactions that are believed to be important in light of teaching inquiry based science. It was questioned whether students attention shifted from pedagogical issues to issues concerning childrens' conceptions and problem solving.