This study explored how 16 K-8 preservice SPED teachers defined and characterized scientific inquiry in the context of a science teaching methods course. Inquiry was defined as an interactive science teaching method, characterized by questioning, learning-by-doing experiences, scaffolding by SPED teachers and sensitivity to learners' special needs.
Rajlakshmi Ghosh (Kent State University)
Lisa A Borgerding (Kent State University)
Friday January 9, 2015 9:15am - 10:15am PST
Salon A
