共查询到20条相似文献，搜索用时 15 毫秒
1.
Valarie L. Akerson Cary A. Buzzelli Jennifer L. Eastwood 《Journal of Science Teacher Education》2012,23(2):133-157
This study explored preservice teachers’ views of their own cultural values, the cultural values they believed scientists
hold, and the relationships of these views to their conceptions of nature of science (NOS). Parallel assignments in a foundations
of early childhood education and a science methods course required preservice teachers to explore their own cultural backgrounds
and their perceptions of the cultural backgrounds of scientists. The Schwartz Values Inventory was used to measure preservice teachers’ personal cultural values and those they perceived of scientists. The Views of Nature of Science version B questionnaire and interviews assessed teachers’ conceptions of NOS. Copies of student work were collected and sought for
themes indicating how preservice teachers perceived scientists’ cultural values and how those perceptions changed over time.
We found that from the beginning to the end of the semester, preservice teachers perceived fewer differences between their
own cultural values and those they perceived scientists held, though they did not change their own cultural values. We found
that preservice teachers’ NOS conceptions improved, and that they were related to both their cultural values and those they
perceived scientists held. Preservice teachers who indicated the fewest differences between their own cultural values and
those they perceived scientists held the most informed conceptions of NOS. 相似文献
2.
Susan A. Everett Charlotte A. Otto Gail R. Luera 《International Journal of Science and Mathematics Education》2009,7(6):1201-1225
We used four different methods to determine the best means of assessing over 200 preservice elementary teachers’ growth in
knowledge of models and their use in K-8 classrooms while participating in the Science Capstone course that focused on the
unifying themes of models in science. Each assessment method probed a different aspect of models (from growth in scientific
use to need for greater emphasis on the role and use of models) and each used a different method of gathering student responses
(Likert-type responses to concept maps). We determined that growth in student knowledge was demonstrated by all instruments,
but some instruments were more useful than others for determining preservice elementary teachers’ prior knowledge as well
as growth in knowledge of models necessary for K-8 teachers. 相似文献
3.
Jacqueline Leonard Joy Barnes-Johnson Scott Jackson Dantley Charles Kimber 《The Urban Review》2011,43(1):124-150
This paper reports on a study of elementary preservice teachers’ inquiry-based practices, their efficacy beliefs, and the
role beliefs had on two preservice teachers’ practices in urban classrooms. Results show inquiry-based practices can be cultivated
through field-based experiences and preservice teachers’ efficacy beliefs, as it relates to practice in urban settings, are
malleable. Specifically, personal efficacy beliefs about teaching science improved or were sustained for one cohort of preservice
teachers. However, beliefs about students’ ability to learn science, that is outcome beliefs, were less stable. The results
of two case studies show that science content knowledge was a factor in preservice teachers’ inquiry-based practices. However,
why preservice teachers’ beliefs about student learning declined is less clear. More research is needed, along with follow-up
data on teacher induction, to learn how preservice teachers’ beliefs impact urban students’ science education. 相似文献
4.
Eulsun Seung Lynn A. Bryan Malcolm B. Butler 《Journal of Science Teacher Education》2009,20(2):157-177
The purpose of this study was to investigate changes in preservice teachers’ understanding of the nature of science (NOS)
as a result of four activity-based interventions that represent three instructional approaches used in a middle grades science
methods course. Ten participants’ understanding of NOS and their perceptions about the activity-based interventions were investigated.
Data were collected using open-ended questionnaires and in-depth interviews before and after the interventions. Written artifacts
and recorded group discussions were collected during the interventions. The results of this study showed that inclusion of
various approaches to teaching NOS can contribute to developing preservice teachers’ understanding of NOS. The activities
complemented each other in the teaching of the NOS components. In addition, the preservice teachers perceived that the four
interventions were helpful in improving their understanding of NOS and in preparing them for future teaching. 相似文献
5.
Cory T. Forbes Elizabeth A. Davis 《International Journal of Science and Mathematics Education》2012,10(2):267-292
Teachers’ curricular role identities are those dimensions of their professional identities concerned with the use of curriculum materials. In a previous study,
we developed and tested a survey instrument designed to measure preservice elementary teachers’ development of curricular
role identity for science teaching through their use of science curriculum materials. In this follow-up study, a revised version
of the survey was administered to a second group of preservice elementary teachers in the same science methods course, and
data were analyzed within and across years. Results from this study suggest that preservice teachers articulated important
similarities and differences between the curricular role identities for science teaching they attributed to themselves and
to more experienced elementary teachers. Over time, they were often able to begin to appropriate the curricular role identities
for science teaching that they attributed to more experienced elementary teachers. However, findings from the second survey
administration also suggest that preservice teachers’ curricular role identities for science teaching are more stable when
characterized by their actual curriculum design practices than when characterized by comparative, probabilistic means. These
findings have important implications for science teacher education and curriculum development, as well as the operationalization
of curricular role identity in education research. 相似文献
6.
Molly Weinburgh 《Journal of Science Teacher Education》2007,18(6):801-815
This study explores the extent to which an activity used in an elementary science methods course affected the preservice teachers’
content knowledge, attitudes, and self-efficacy. The participants were 172 students enrolled in five sections of elementary
science methods. Students participated in a 9-week investigation on life cycles using mealworms (Tenebrio obscurus). Multiple data sources indicate that most of the students had limited prior content knowledge about mealworms, expressed
neutral attitudes toward mealworms upon first exposure to them, and were uncomfortable with the idea of having to teach with
and about them. At the end of 9 weeks, content knowledge on mealworms had greatly improved. The preservice teachers’ attitudes
about mealworms and their self-efficacy about using mealworms with children had also improved. 相似文献
7.
Feral Ogan-Bekiroglu Hatice Akkoç 《International Journal of Science and Mathematics Education》2009,7(6):1173-1199
The purposes of this study were to determine preservice physics teachers’ instructional beliefs and to investigate the relationship
between their beliefs and practices. The theoretical framework was based on the combination Haney & McArthur’s (Science Education, 86(6):783–802, 2002) research and Ford’s (1992) motivation systems theory. A multicase study design was utilized for the research in order to focus on a belief–practice
relationship within several examples. Semistructured interviews, observations, and preservice teachers’ written documents
were used to collect data. Results showed that most preservice teachers held instructional beliefs aligned with constructivist
philosophy. Some of the preservice teachers’ beliefs were consistent with their practices while some of them presented different
practices from their beliefs in different placements. 相似文献
8.
Kristin L. Gunckel 《Journal of Science Teacher Education》2011,22(1):79-100
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. 相似文献
9.
Felicia M. Moore 《Research in Science Education》2008,38(5):589-610
Using multiple theoretical frameworks, reflective writings and interviews, this study explores preservice elementary teachers’
emerging identities as science teachers and how this identity is connected to notions of critical agency and a stance toward
social justice. The study addresses two central questions pertaining to preservice teachers’ conceptions as “agents of change”
and how their perceptions as change agents frame their science teacher identities and understanding of teaching science in
urban elementary classrooms. Their identity in the moment as elementary preservice teachers—not yet teachers—influences how
they view themselves as teachers and how much agency or power they feel they have as agents of change in science classrooms.
Findings suggest that science teacher education must play a more immediate, fundamental and emancipatory role in preparing
preservice teachers in developing science teacher identities and a stance toward social justice. 相似文献
10.
Xavier Fazio Wayne Melville Anthony Bartley 《Journal of Science Teacher Education》2010,21(6):665-681
This article disseminates findings from a multi-year study regarding secondary preservice science teachers’ perceptions toward
inquiry-based science teaching, and the extent these perceptions are augmented by their practicum. While findings indicated
that preservice teachers did improve their understanding and capability of using scientific inquiry due to their methods course,
the role of practicum in supporting their newly developed perceptions was problematic. Issues ranging from associate teacher
subjugation, availability of resources, time constraints, and the need to address curriculum standards were the most commonly
cited reasons for preservice teachers’ difficulty in creating an inquiry-based environment during their practicum. Implications
are presented highlighting the importance of practicum experiences as a key determinant of pre-service science teachers’ emerging
inquiry-based science views and practices. 相似文献
11.
National and international reform documents have forged blueprints for advancing science education. Coursework for preservice
teachers needs to correspond to these documents by providing learning experiences that develop preservice teachers’ capabilities
to plan and implement reform measures. Using a pretest–posttest design, responses from 59 2nd-year preservice teachers from
the same university were compared after involvement in an elementary science pedagogy coursework. The survey, which was linked
to the course outcomes (constructs) and multiple indicators, measured the preservice teachers’ perceptions of their development
towards becoming elementary science teachers. A pretest–posttest survey linked to course outcomes can be employed to assess
perceived pedagogical development of preservice teachers, which can inform further teaching practices for implementing science
education reform agendas. 相似文献
12.
Ravit Golan Duncan Vicky Pilitsis Melissa Piegaro 《Journal of Science Teacher Education》2010,21(1):81-102
Current standards emphasize student engagement with inquiry practices. However, implementing inquiry instruction is a formidable
challenge for teachers as they often lack models for using and adapting inquiry-based instructional materials. Teacher education
programs can provide scaffolded contexts for developing teachers’ ability to critique, adapt, and design inquiry-based materials.
We describe a qualitative study of 17 preservice teachers enrolled in two consecutive science methods courses. The study characterizes
the development of preservice teachers’ ability to critique and revise instructional materials. Our findings suggest that
teachers improved in their ability to critique lesson plans and to suggest revisions that would make them more inquiry oriented.
In particular, the teachers’ critiques and revisions increased in sophistication after engaging in instructional design activities
during the second methods course. 相似文献
13.
The purpose of this study was to assess differences between Nigerian junior and senior preservice teachers’ science teaching
efficacy beliefs. Data in this study were collected from a total number of 221 preservice teachers enrolled in junior and
senior secondary science teacher education programs in Nigeria using Science Teaching Efficacy Belief Instrument (STEB-B)
(Enoch and Riggs in Sci Educ 74:625–638 1990). Results indicated that junior secondary preservice teachers were as efficacious as their senior secondary preservice teachers
on the two dimensions of STEB-B. In addition, analyses did not reveal any significant gender differences on the two dimensions
of STEB-B. 相似文献
14.
15.
The nature of science (NOS) has a prominent role among the national science education content standards at all grade levels, K–12. Results from a national survey of collegiate science educators indicate the perception that the greatest contributors to preservice teachers’ understanding of the nature of science were science methods courses, research projects, and science content courses. Implications of findings are discussed, including connections to current research concerning teacher preparation for effective NOS classroom teaching and student learning.The Nature of Science course on the authors’ campus was initiated in the early 1990s, has evolved, and remains in the required core curriculum for preservice chemistry, earth science, and physics teacher candidates. It is the capstone for NOS insights. It adds to and refines impressions garnered implicitly from science content courses, the methods course, and, for some, an undergraduate research experience. 相似文献
16.
The focus of this study was elementary preservice teachers’ development as effective teachers of science and mathematics as
influenced by their participation in elementary science and mathematics methods courses. Preservice teachers’ reports of factors
that influenced their perception of their teaching abilities were analyzed according to Bandura’s (1994) 4 sources of efficacy:
mastery experiences, vicarious experiences, social persuasion, and stress reduction. This investigation allowed the researchers
to evaluate the courses based on these sources. The analysis indicated all 4 sources influenced preservice teachers’ teaching
self-efficacy beliefs, with mastery experiences considered the most influential. Embedded within discussions of mastery experiences
were references to the other sources of efficacy, which suggest an interrelationship between mastery experiences and the other
sources. 相似文献
17.
Wayne Melville Xavier Fazio Anthony Bartley Doug Jones 《Journal of Science Teacher Education》2008,19(5):477-494
In this article, we investigate the relationship between preservice teachers’ inquiry experience and their capacity to reflect
on the challenges involved in implementing inquiry into classrooms. For data, we draw on the personal narratives of preservice
science teachers enrolled in science instruction courses. Preservice teachers with extensive inquiry experiences perceive
implementation challenges principally in terms of teaching and student learning. This contrasts with the perceptions of preservice
teachers with limited inquiry experience for whom the main concerns relate to the negative perceptions of others, time, the
curriculum, and materials. By identifying these perceptions, it may be possible to develop courses that assist limited and
moderate-experience preservice teachers’ move toward the perceptions of their more inquiry experienced colleagues. 相似文献
18.
Dr Tim Hardy Ms Margaret Bearlin Dr Valda Kirkwood 《Research in Science Education》1990,20(1):142-151
The aim of the Primary and Early Childhood Science and Technology Education Project (PECSTEP) is to improve teaching and learning
in science and technology of by increasing the number of early childhood and primary teachers who are effective educators.
PECSTEP is based on an interactive model of teaching and systematically links work on gender with the learning and teaching
of science and technology. The project involves: a year-long inservice program which includes the development of a science
curriculum unit by teachers in their schools; linking of the preservice and inservice programs; and the development of support
networks for teachers. Each phase of PECSTEP has been researched by means of surveys, interviews and the use of diaries. Research
questions have focussed particularly on changes in: teachers’ and student teachers’ attitudes to teaching science and technology;
their perceptions of science and technology; their perceptions of their students’ responses and their understandings of how
gender relates to these areas.
Specializations: primary science curriculum, science teacher education, sociology of science, technology and education.
Specializations: gender and science/science teacher education, feminist theory, curriculum theory.
Specializations: Science education research, curriculum development. 相似文献
19.
Given the high attrition rate of beginning science teachers, it is imperative to better prepare science preservice teachers,
so that they can be successful during the early years of their teaching. The purpose of this study was to explore science
preservice teachers’ views of themselves as a future teacher, in particular their hopes and fears for science teaching and
the experiences that help to shape their possible selves. Employed were qualitative methods, which included open-ended surveys
and face-to-face interviews. Eleven preservice teachers who enrolled in a secondary science teacher preparation program participated.
Findings showed six categories of future selves with the most frequent category being for effective/ineffective science teaching.
When their hoped-for and feared selves were not balanced, participants articulated more fears. Regarding the primary influence
in shaping their hopes and fears, diverse past experiences related to teaching and learning appeared to be more salient factors
than science teacher education program. Given the enriched understanding of the science preservice teachers’ perceptions,
we provided suggestions for science teacher educators. 相似文献
20.
The purpose of this study was to examine the experiences of preservice elementary teachers in a content-specific field-based
experience with elementary science specialists. Data collected from electronic discussions, interviews, and observations in
the field revealed preservice teachers experienced a wide range of instructional and assessment strategies in specialists’
classrooms, but failed to generalize aspects of the specialist model of science instruction to traditional models for delivery
of science instruction at the elementary level. Implications for supporting preservice teachers’ learning to teach science
through participation in a field experience with specialists are discussed. 相似文献