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Electronic Journal of Science Education
Current science education reform efforts emphasize teaching K-12 science using hands-on, inquiry activities. For maximum learning and probability of implementation among inservice teachers, these strategies must be modeled in college science courses for preservice teachers. About a decade ago, Morehead State University revised their science content courses to follow an inquiry approach. As part of the courses' assessment, a locally-made, diagnostic pre-and post-test was prepared. The mainfatcat:fz7pgmwkyvbafocfrgpkig2k7a