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1.
Danielle J. Ford Steve Fifield John Madsen Xiaoyu Qian 《Journal of Science Teacher Education》2013,24(6):1049-1072
We describe the Science Semester, a semester-long course block that integrates three science courses and a science education methods course for elementary teacher education majors, and examine prospective elementary teachers’ developing conceptions about inquiry, science teaching efficacy, and reflections on learning through inquiry. The Science Semester was designed to provide inquiry-oriented and problem-based learning experiences, opportunities to examine socially relevant issues through cross-disciplinary perspectives, and align with content found in elementary curricula and standards. By the end of the semester, prospective elementary teachers moved from naïve to intermediate understandings of inquiry and significantly increased self-efficacy for science teaching as measured on one subscore of the STEBI-B. Reflecting on the semester, prospective teachers understood and appreciated the goals of the course and the PBL format, but struggled with the open-ended and student-directed elements of the course. 相似文献
2.
Tracy J. Posnanski 《Journal of Science Teacher Education》2010,21(5):589-621
Establishing literacy in science is often linked to building knowledge about the Nature of Science (NOS). This paper describes
and evaluates an inservice program designed to build elementary teachers’ understanding of NOS and an awareness of how NOS
impacts science classroom instruction. Data sources consisted of surveys, action research plan documentation and classroom
observations. Program participants tended to demonstrate some gains in understanding more about NOS and they linked positive
experiences in the program to the explicit and activity-based NOS instruction provided. Yet, participation in the professional
development project might not have been equally beneficial for all teachers. The understanding of NOS may have been restricted
to certain NOS aspects, and the demonstration of the participants’ understanding of NOS may have been short-lived with a somewhat
limited impact on sustainable, long-term NOS-based classroom instruction. Implications for designing NOS related professional
development programs and suggestions for improvements to further develop teacher understanding of NOS are discussed. 相似文献
3.
Ron Wagler 《Journal of Science Teacher Education》2010,21(2):215-226
The National Science Education Standards have outlined flexible processes children perform when engaging in scientific inquiry.
Cases narratives are a common component of many university science education courses but rarely are they used as a tool to
evaluate the preservice teachers within these courses. This article describes the construction of a positive and negative
science teaching case narrative. These case narratives can be used to evaluate the level of acceptance of scientific inquiry
teaching in preservice elementary teachers. 相似文献
4.
This study has two purposes: the first is to explore experienced science teachers’ perspectives on inquiry teaching, and the second is to categorize these perspectives into patterns. Fifteen junior high school science teachers experienced at inquiry teaching were selected, and a semi-structured interview was conducted to collect the teachers’ perspectives on inquiry and inquiry teaching. The findings indicate that these experienced science teachers hold multiple perspectives on inquiry and inquiry teaching. The two patterns generated from these teachers’ perspectives of inquiry and inquiry teaching were systematic-based inquiry instruction and learning-based inquiry instructions. Suggestions for science teacher educators are discussed in this paper. 相似文献
5.
6.
Nature of science (NOS) is beginning to find its place in the science education in China. In a study which investigated Chinese science teacher educators’ conceptions of teaching NOS to prospective science teachers through semi-structured interviews, five key dimensions emerged from the data. This paper focuses on the dimension, NOS content to be taught to prospective science teachers. Among a total of twenty NOS elements considered by the Chinese science teacher educators to be important ideas to be taught, five were suggested by no less than a half of the educators. They are (1) empirical basis of scientific investigation, (2) logics in scientific investigation, (3) general process of scientific investigation, (4) progressive nature of scientific knowledge, and (5) realist views of mind and natural world. This paper discusses the influence of Marxism, a special socio-cultural factor in China, on Chinese science teacher educators’ conceptions of NOS content to be taught to prospective science teachers. We argue the importance of considering ideological traditions (mainly those in general philosophy and religion) when interpreting views of NOS or its content to be taught in different countries and regions and understanding students’ conceptual ecology of learning NOS. 相似文献
7.
Dilemmas of Teaching Inquiry in Elementary Science Methods 总被引:2,自引:0,他引:2
Newman William J. Abell Sandra K. Hubbard Paula D. McDonald James Otaala Justine Martini Mariana 《Journal of Science Teacher Education》2004,15(4):257-279
Because various definitions of inquiry exist in the science education literature and in classroom practice, elementary science methods students and instructors face dilemmas during the study of inquiry. Using field notes, instructor anecdotal notes, student products, and course artifacts, science methods course instructors created fictional journal entries to represent the experiences of both the instructors and students during instruction on inquiry. Identified dilemmas were varying definitions of inquiry, the struggle to provide sufficient inquiry-based science-learning experiences, perceived time constraints, determining how much course time should be slated for science instruction versus pedagogy instruction, instructors' and students' lack of inquiry-based learning experiences, grade versus trust issues, and students' science phobia. Instructors' attempts at dealing with these dilemmas included using analogies, increased field-experience time, modeling, and detailed rubrics. 相似文献
8.
This study examines the effectiveness of a new constructivist curriculum model (Powerful Ideas in Physical Science) in improving prospective teachers’ understanding of science concepts, in fostering a learning environment supporting conceptual understanding, and in promoting positive attitudes toward learning and teaching science and chemistry in particular. A non‐equivalent pretest–post‐test control‐group design was employed. Analysis of covariance and repeated‐measures analyses of variance were performed to analyze the scores on concept tests and attitude surveys. Data from videotaped observations of laboratory sessions and interviews of prospective teachers were analyzed by employing a naturalistic inquiry method to provide insights into the process of science learning and teaching for the teacher trainees. The interpretations were made based on the findings that could be corroborated by both methodologies. Conclusions and limitations of the present study as well as recommendations for future implementation of constructivist science curriculum in general are also included. 相似文献
9.
In the context of the emphasis on inquiry teaching in science education, this study looks into how pre-service elementary
teachers understand and practise science inquiry teaching during field experience. By examining inquiry lesson preparation,
practice, and reflections of pre-service elementary teachers, we attempt to understand the difficulties they encounter and
what could result from those difficulties in their practice. A total of 16 seniors (fourth-year students) in an elementary
teacher education program participated in this study. In our findings, we highlight three difficulties ‘on the lesson’ that are related to teaching practices that were missing in the classrooms: (1) developing children’s own ideas and curiosity,
(2) guiding children in designing valid experiments for their hypotheses, (3) scaffolding children’s data interpretation and
discussion and another three difficulties ‘under the lesson’ that are related to problems with the pre-service teachers’ conceptualization of the task: (4) tension between guided and
open inquiry, (5) incomplete understanding of hypothesis, and (6) lack of confidence in science content knowledge. Based on
these findings, we discuss how these difficulties are complexly related in the pre-service teachers’ understandings and action.
Several suggestions for science teacher education for inquiry teaching, especially hypothesis-based inquiry teaching, are
then explored. 相似文献
10.
This paper explores new elementary teachers' instructional representations and how these are related to their science subject
matter knowledge. One pair of prospective elementary teachers studied here exhibited a well-integrated, principled, and scientifically
accurate understanding of the science they were teaching. The other pair exhibited less scientifically accurate and integrated
knowledge. The pair with stronger subject matter knowledge developed instructional representations that were more scientifically
and pedagogically appropriate. A perspective on one aspect of pedagogical content knowledge—knowledge of instructional representations—is
presented. Real-world applications are hypothesized to play a crucial mediating role for elementary teachers. The paper concludes
with a discussion of implications for elementary science teacher educators and researchers, including the importance of attending
to how prospective teachers apply science knowledge to real-world situations.
Parts of this work were presented at the 2000 AERA and NARST meetings. 相似文献
11.
Understanding Inquiry Science Teaching in Context: A Case Study of an Elementary Teacher 总被引:1,自引:1,他引:0
Journal of Science Teacher Education - 相似文献
12.
A Study on Teaching Gases to Prospective Primary Science Teachers Through Problem-Based Learning 总被引:1,自引:0,他引:1
Erdal Senocak Yavuz Taskesenligil Mustafa Sozbilir 《Research in Science Education》2007,37(3):279-290
The aim of this study was to compare the achievement of prospective primary science teachers in a problem-based curriculum
with those in a conventional primary science teacher preparation program with regard to success in learning about gases and
developing positive attitudes towards chemistry. The subjects of the study were 101 first year undergraduate students, who
were in two different classes and who were taught by the same lecturer. One of the classes was randomly selected as the intervention
group in which problem-based learning (PBL) was used, and the other as the control in which conventional teaching methods
were used. The data were obtained through use of the gases diagnostic test (GDT), the chemistry attitude scale (CAS), and
scales specific to students’ evaluation of PBL such as the peer evaluation scale (PES), self evaluation scale (SES), tutor’s
performance evaluation scale (TPES) and students’ evaluation of PBL scale (SEPBLS). Data were analysed using SPSS 10.0 (Statistical
Package for Social Sciences). In order to find out the effect of the intervention (PBL) on students’ learning of gases, independent
sample t-tests and ANCOVA (analysis of co-variance) were used. The results obtained from the study showed that there was a statistically
significant difference between the experimental and control groups in terms of students’ GDT total mean scores and, their
attitude towards chemistry, as well as PBL has a significant effect on the development of students’ skills such as self-directed
learning, cooperative learning and critical thinking. 相似文献
13.
Journal of Science Teacher Education - 相似文献
14.
Joseph Ireland James J. Watters J. Lunn Brownlee Mandy Lupton 《International Journal of Science Education》2013,35(10):1733-1750
Learning science through the process of inquiry is advocated in curriculum documents across many jurisdictions. However, a number of studies suggest that teachers struggle to help students engage in inquiry practices. This is not surprising as many teachers of science have not engaged in scientific inquiry and possibly hold naïve ideas about what constitutes scientific inquiry. This study investigates teachers' self-reported approaches to teaching science through inquiry. Phenomenographic interviews undertaken with 20 elementary teachers revealed teachers identified six approaches to teaching for inquiry, clustered within three categories. These approaches were categorized as Free and Illustrated Inquiries as part of an Experience-centered category, Solution and Method Inquiries as part of a Problem-centered category, and Topic and Chaperoned Inquiries as part of a Question-centered category. This study contributes to our theoretical understanding of how teachers approach Inquiry Teaching and suggests fertile areas of future research into this valued and influential phenomenon broadly known as ‘Inquiry Teaching'. 相似文献
15.
Journal of Science Teacher Education - 相似文献
16.
Elaine Silva Mangiante 《Research in Science Education》2018,48(1):207-232
The intent of national efforts to frame science education standards is to promote students’ development of scientific practices and conceptual understanding for their future role as scientifically literate citizens (NRC 2012). A guiding principle of science education reform is that all students receive equitable opportunities to engage in rigorous science learning. Yet, implementation of science education reform depends on teachers’ instructional decisions. In urban schools serving students primarily from poor, diverse communities, teachers typically face obstacles in providing reform-based science due to limited resources and accountability pressures, as well as a culture of teacher-directed pedagogy, and deficit views of students. The purpose of this qualitative research was to study two white, fourth grade teachers from high-poverty urban schools, who were identified as transforming their science teaching and to investigate how their beliefs, knowledge bases, and resources shaped their planning for reform-based science. Using the Shavelson and Stern’s decision model for teacher planning to analyze evidence gathered from interviews, documents, planning meetings, and lesson observations, the findings indicated their planning for scientific practices was influenced by the type and extent of professional development each received, each teacher’s beliefs about their students and their background, and the mission and learning environment each teacher envisioned for the reform to serve their students. The results provided specific insights into factors that impacted their planning in high-poverty urban schools and indicated considerations for those in similar contexts to promote teachers’ planning for equitable science learning opportunities by all students. 相似文献
17.
Akerson Valarie L. Carter Ingrid Pongsanon Khemmawadee Nargund-Joshi Vanashri 《Science & Education》2019,28(3-5):391-411
Science & Education - Our goal in this article is to provide research-based strategies for embedding Nature of Science (NOS) into science instruction at the elementary level. We thus intend to... 相似文献
18.
Journal of Science Teacher Education - 相似文献
19.
Teacher preparation programs face a significant challenge in determining how to design learning experiences that develop the combination of knowledge, practices, and dispositions needed for effective classroom teaching. Time constraints and the theory–practice divide are two well-documented concerns. We introduce the conceptual framework and design elements of a video-enhanced mathematics methods course that targets these concerns. The course centers on systematic reflection and analysis of practice intended to foster career-long learning. We then examine the impact of this course on several facets of learning-from-teaching competencies, including teacher knowledge, beliefs, and practices. Sixty-two preservice teachers enrolled in a one-year post-bachelor elementary teacher preparation program were randomly assigned to attend this course or a more typical mathematics methods course. Findings suggest that teacher preparation experiences centered on systematic reflection and analysis create opportunities to develop certain aspects of learning-from-teaching competencies that remain otherwise underdeveloped. Implications for the design of teacher preparation include the integration in mathematics methods courses of cycles of analysis through video-enhanced discussions; collaborative planning, implementation, and reflection on teaching; and live observation and co-constructed interpretations and considerations of next steps. 相似文献