Abstract
The purpose of this study was to explore how preservice biology teachers’ conceptions of science progressed through interaction during an open-inquiry research program focused on the ecological physiology of a tree frog (Chirixalus eiffingeri). This research studied 25 preservice teachers in two semester periods. They were divided into groups according to their research interests. The preservice teachers were required to fill out two questionnaires before and after the class, followed by one-hour in-depth interviews. Each group wrote a group progress report weekly, and each member wrote a weekly-reflective essay report. Other data sources included classroom discussions, group meetings, interview transcripts with students and instructor, and instructor produced artifacts. All laboratory discussions were audio-taped and field notes during discussions and experiments were taken to illustrate our understanding of students’ views-of scientific research over time. Results demonstrated that interaction patterns observed among participants included symmetric, asymmetric, shifting asymmetric, and parallel occasional. Participants were very positive toward and actively participated in the research. All participants confirmed that the intra-group and inter-group discussions were vital to the continuation and success of their research projects. In addition, working together with experienced peers and the guidance of instructors played an indispensable role in helping them to solve problems, overcome frustrations, and eventually finish the projects.
| Keywords: | open-inquiry; authentic science; preservice biology teacher; student interaction |
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