Exploring Elementary Preservice Teachers’ Nature Investigations

Abstract

The shift to online instruction during the COVID-19 pandemic posed significant challenges for engaging preservice teachers in authentic, inquiry-based science learning. To address these challenges, place-based and inquiry-driven investigations emerged as promising strategies for supporting meaningful scientific engagement in remote settings.This study aims to explore elementary preservice teachers’ (PTs) inquiry-based nature investigations and their reflections on their perceptions of the experience. The participants of the study included 38 PTs in the context of a science laboratory course in an elementary education program at a public university in Turkey. Data sources included PTs’ inquiry reports and reflections and were analyzed for inquiry coherence and their perceptions of the nature experience. Findings showed varying levels of inquiry engagements, from fully coherent investigations with clear research questions and explanations to minimal engagement with purely descriptive observations lacking inquiry focus. In addition, PTs reflected on the advantages of nature investigation, including increased biodiversity knowledge, awareness, and a deeper connection to the environment, as well as the affordances of mobile applications. Based on the findings, implications for teacher education are discussed.