caa a22 4500 445319755 CHVBK 20180317142700.0 cr unu---uuuuu 170323e20110201xx s 000 0 eng 10.1007/s10972-010-9223-y doi (NATIONALLICENCE)springer-10.1007/s10972-010-9223-y Gunckel Kristin Department of Teaching, Learning, and Sociocultural Studies, University of Arizona, 1430 E. 2nd St, P.O. Box 210069, 85721, Tucson, AZ, USA aut Mediators of a Preservice Teacher's Use of the Inquiry-Application Instructional Model [Elektronische Daten] [Kristin Gunckel] This paper reports on one preservice teacher's use of the Inquiry-Application Instructional Model (I-AIM) to plan and teach an instructional sequence on photosynthesis to 5th-grade students. Analysis of the preservice teacher's planned and enacted instructional sequences and interviews shows that the preservice teacher was successful in leveraging the conceptual change but not the inquiry aspects of the I-AIM. The mediators of this preservice teacher's use of the I-AIM included her approach to teaching science, the curriculum materials she had available, and the meanings she made of the underlying frameworks. Understanding the mediators of preservice teachers' uses of instructional models can inform teacher educators' approaches to supporting preservice teachers in using instructional models for organizing science instructional sequences. The Association for Science Teacher Education, USA, 2010 Instructional models nationallicence Elementary preservice teachers nationallicence Science methods course nationallicence Journal of Science Teacher Education Springer Netherlands 22/1(2011-02-01), 79-100 1046-560X 22:1<79 2011 22 10972 https://doi.org/10.1007/s10972-010-9223-y text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s10972-010-9223-y text/html Onlinezugriff via DOI NATIONALLICENCE 100 1- Gunckel Kristin Department of Teaching, Learning, and Sociocultural Studies, University of Arizona, 1430 E. 2nd St, P.O. Box 210069, 85721, Tucson, AZ, USA aut NATIONALLICENCE 773 0- Journal of Science Teacher Education Springer Netherlands 22/1(2011-02-01), 79-100 1046-560X 22:1<79 2011 22 10972 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer