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1.
Several studies have suggested that preservice teacher education has little impact on student teacher conceptions about various facets of teaching and learning. Most of these studies refer to generic teaching and learning, and very few have related to primary science in particular. To explore this area eight primary student teachers were interviewed on six occasions during the first two years of their Bachelor of Teaching degree. This paper reports the findings from part of these interviews. It describes the (sometimes changing) conceptions which these eight students held about how they would recognise a “good” teacher of science and the people and experiences they believed influenced the formation of these views. The differential impact of past and present teachers and the teacher education program revealed possible implications for practica and science curriculum units in particular, if teacher education is going to have an influence on preservice teachers' conceptions about teaching and learning.  相似文献   

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Reforms are typically criticized for failing to bridge the gap between practitioners and researchers and for the lack of research support provided prior to implementation. Research has indicated that preservice teachers’ understandings of high-quality science teaching are formed by teacher training programs. The purposes of this study are to investigate views about science in preservice teachers in old and new teacher training programs and to determine whether and how these two programs shape teacher trainees’ views of science. A total of 459 students from a 4-year elementary science teacher training program participated in the study. A 41-item instrument was used to collect data. Four factors were extracted from the data, explaining 41.58% of the variance, and the reliability was found to be .86. There were significant differences for both males and females between the old and new programs. However, no difference was found between males’ and females’ total scores. In addition, students from the two programs had significantly different scores on the sub-scales of “Anxiety” and “Uncertainty”. For example, males in the new program had significantly higher scores on the “Anxiety” and “Uncertainty” sub-scales. The overall increase in science course hours and decrease in science method course hours in the new program may account for these findings.  相似文献   

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Explicit training in teaming skills (both preservice and inservice) has been identified as a key means of facilitating the effective functioning of teaching teams (Main, 2007). This case study explored how groupwork tasks within university coursework can prepare preservice education students to work effectively in teaching teams. Three students in their final year of study were primed to the skills that have been identified as necessary for successful team practices. The students then participated in a semi-structured interview about their groupwork experiences at university. Results from this study of preservice teacher education students reflected findings from studies of students’ groupwork experiences in other disciplines (i.e., business). Students reported opportunities to practise teamwork. However, they were not explicitly taught “how” to work effectively together. It was also found that the assessment focus was entirely on the final “product” and not on the group “process”.  相似文献   

5.
It is problematic whether primary teachers benefit by completing a first degree especially when the teaching of specific subjects, here science, is the focus of attention. This study reports the comparative results of interviewing thirteen Canadian and ten Australian student teachers, both about to commence their Bachelor of Education. The Canadian students had completed an initial degree while nine of the Australian students were school leavers. The interviews, which explored views about teaching primary science, were analysed with this factor in mind. Student teacher perceptions reported include: how to recognise a “good” primary science teacher; perceptions of self as a “good” primary science teacher; expectations of how the teacher education program could assist their science teaching; and whether (for the Canadian students) the initial degree will help in becoming a primary science teacher. Analysis of the interviews suggests possible influences a first degree (among other factors) may have on perceptions related to primary science teaching and raises questions about what is the best general approach for preparing primary teachers to teach science effectivly.  相似文献   

6.
Research points to particular problems in the experiences of White teachers teaching students of color (Cochran-Smith et al., 2004). Despite good intentions, teaching students of diverse backgrounds and experiences can be challenging for teachers who are unfamiliar with their students’ backgrounds and communities. The purpose of this paper is to describe the development of notions about “good urban teaching” for three women in a preservice teacher preparation program. Reporting on two years of data, we show how the three women negotiated their beliefs and identities in light of program demands and classroom realities. The lack of synchronicity within the women’s experiences highlights that the traditional (white, female, middle class) students in preservice teacher education programs are not homogeneous. The significance of this difference is highlighted through the concept of heterogeneity. We define heterogeneity as the differences that exist among traditional students in preservice teacher preparation programs. Our research suggests that heterogeneity is complicit in the progress or lack of progress of preservice teachers developing professional identities. This paper was originally presented at the Annual Meeting of the American Education Research Association April 7–11, 2006 San Francisco, CA An erratum to this article can be found at  相似文献   

7.
Every aspect of teaching, including the instructional method, the course content, and the types of assessments, is influenced by teachers’ attitudes and beliefs. Teacher education programs play an important role in the development of beliefs regarding teaching and learning. The purpose of the study was to document pre-service teachers’ views on science, scientists, and science teaching as well as the relations between these views and the offered courses over several years spent in an elementary science teacher training program. The sample consisted of 145 pre-service elementary science teachers who were being trained to teach general science to students in the 6th through 8th grades. The research design was a cross-sectional study. Three different instruments were used to collect the data, namely, the “Draw a Scientist Test”, “Draw a Science Teacher Test”, and “Students’ Views about Science” tests. The elementary science teacher training program influenced pre-service science teachers’ views about science, scientists and science teaching to different degrees. The most pronounced impact of the program was on views about science teaching. Participants’ impressions of science teaching changed from teacher-centered views to student-centered ones. In contrast, participants’ views about scientists and science did not change much. This result could be interpreted as indicating that science teacher training programs do not change views about science and scientists but do change beliefs regarding teaching science.  相似文献   

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The demographic changes in Greek schools underline the need for reconsidering the way in which migrant pupils move from their everyday culture into the culture of school science (a process known as “cultural border crossing”). Migrant pupils might face difficulties when they attempt to transcend cultural borders and this may influence their progress in science as well as the construction of suitable academic identities as a means of promoting scientific literacy. In the research we present in this paper, adopting the socioculturally driven thesis that learning can be viewed and studied as a meaning-making, collaborative inquiry process, we implemented an action research program (school year 2008–2009) in cooperation with two teachers, in a primary school of Athens with 85% migrant pupils. We examined whether the two teachers, who became gradually acquainted with cross-cultural pedagogy during the project, act towards accommodating the crossing of cultural borders by implementing a variety of inclusive strategies in science teaching. Our findings reveal that both teachers utilized suitable cross-border strategies (strategies concerning the establishment of a collaborative inquiry learning environment, and strategies that were in accordance with a cross-border pedagogy) to help students cross smoothly from their “world” to the “world of science”. A crucial key to the teachers’ expertise was their previous participation in collaborative action research (school years 2004–2006), in which they analyzed their own discourse practices during science lessons in order to establish more collaborative inquiry environments.  相似文献   

9.
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.
This is the report of a qualitative emergent-design study of 2 different Web-enhanced science methods courses for preservice elementary teachers in which an experiential learning strategy, labeled “using yourself as a learning laboratory,” was implemented. Emergent grounded theory indicated this strategy, when embedded in a course organized as an inquiry with specified action foci, contributed to mitigating participants’ resistance to learning and teaching through inquiry. Enroute to embracing inquiry, learners experienced stages resembling the stages of grief one experiences after a major loss. Data sources included participant observation, electronic artifacts in WebCT, and interviews. Findings are reported in 3 major sections: “Action Foci Common to Both Courses,” “Participants’ Growth and Change,” and “Challenges and Tradeoffs.”  相似文献   

11.
One valuable goal of instructional technologies in K-12 education is to prepare students for future learning. Two classroom studies examined whether Teachable Agents (TA) achieves this goal. TA is an instructional technology that draws on the social metaphor of teaching a computer agent to help students learn. Students teach their agent by creating concept maps. Artificial intelligence enables TA to use the concept maps to answer questions, thereby providing interactivity, a model of thinking, and feedback. Elementary schoolchildren learning science with TA exhibited “added-value” learning that did not adversely affect the “basic-value” they gained from their regular curriculum, despite trade-offs in instructional time. Moreover, TA prepared students to learn new science content from their regular lessons, even when they were no longer using the software.  相似文献   

12.
The potential of informal sources of science learning to supplement and interact with formal classroom science is receiving increasing recognition and attention in the research literature. In this study, a phenomenographic approach was used to determine changes in levels of understanding of 27 grade 7 primary school children as a result of a visit to an interactive science centre. The results showed that most students did change their levels of understanding of aspects of the concept “sound”. The study also provides information which will be of assistance to teachers on the levels of understanding displayed by students on this concept. Specializations: informal science learning, science curriculum Specializations: science education, science teacher education, conceptual change, learning environments.  相似文献   

13.
The purpose of this study was to investigate the advantages of an approach to instruction using current problems and issues as curriculum organizers and illustrating how teaching must change to accomplish real learning. The study sample consisted of 41 preservice science teachers (13 males and 28 females) in a model science teacher education program. Both qualitative and quantitative research methods were used to determine success with science discipline-specific “Societal and Educational Applications” courses as one part of a total science teacher education program at a large Midwestern university. Students were involved with idea generation, consideration of multiple points of views, collaborative inquiries, and problem solving. All of these factors promoted grounded instruction using constructivist perspectives that situated science with actual experiences in the lives of students.  相似文献   

14.
We analyse and explore, in the form of dialogues and metalogues questions about the dialogic nature of beliefs and students belief talk about the nature of science and scientific knowledge. Following recent advances in discursive psychology, this study focuses not on students' claims but on the discursive resources and dialogical practices that support the particular claims they make. We argue that students' discourse is better understood as a textual bricolage that is sensitive to conversational context, common sense, interpretive repertoires, and textual resources available in the conversational situation. Our text is reflexive as it embodies the discursive construction of knowledge and undercuts any claims to authoritative knowledge. The very conception of “belief” is itself an expression or construction from within the mundane idiom.... We learn to use “belief” in conditions when the “objective facts” are unknown or problematic and we want to indicate the tenuous character of our claim.... The notion of “real world” or “objective reality” is embedded in an extensive, pervasive language game which includes as an intelligible move or possibility the use of the very concept of “belief” itself. (Pollner, 1987, p. 21)  相似文献   

15.
This forum considers argumentation as a means of science teaching in South African schools, through the integration of indigenous knowledge (IK). It addresses issues raised in Mariana G. Hewson and Meshach B. Ogunniyi’s paper entitled: Argumentation-teaching as a method to introduce indigenous knowledge into science classrooms: opportunities and challenges. As well as Peter Easton’s: Hawks and baby chickens: cultivating the sources of indigenous science education; and, Femi S. Otulaja, Ann Cameron and Audrey Msimanga’s: Rethinking argumentation-teaching strategies and indigenous knowledge in South African science classrooms. The first topic addressed is that implementation of argumentation in the science classroom becomes a complex endeavor when the tensions between students’ IK, the educational infrastructure (allowance for teacher professional development, etc.) and local belief systems are made explicit. Secondly, western styles of debate become mitigating factors because they do not always adequately translate to South African culture. For example, in many instances it is more culturally acceptable in South Africa to build consensus than to be confrontational. Thirdly, the tension between what is “authentic science” and what is not becomes an influencing factor when a tension is created between IK and western science. Finally, I argue that the thrust of argumentation is to set students up as “scientist-students” who will be considered through a deficit model by judging their habitus and cultural capital. Explicitly, a “scientist-student” is a student who has “learned,” modeled and thoroughly assimilated the habits of western scientists, evidently—and who will be judged by and held accountable for their demonstration of explicit related behaviors in the science classroom. I propose that science teaching, to include argumentation, should consist of “listening carefully” (radical listening) to students and valuing their language, culture, and learning as a model for “science for all”.  相似文献   

16.
This study explores five minority preservice teachers’ conceptions of teaching science and identifies the sources of their strategies for helping students learn science. Perspectives from the literature on conceptions of teaching science and on the role constructs used to describe and distinguish minority preservice teachers from their mainstream White peers served as the framework to identify minority preservice teachers’ instructional ideas, meanings, and actions for teaching science. Data included drawings, narratives, observations and self-review reports of microteaching, and interviews. A thematic analysis of data revealed that the minority preservice teachers’ conceptions of teaching science were a specific set of beliefs-driven instructional ideas about how science content is linked to home experiences, students’ ideas, hands-on activities, about how science teaching must include group work and not be based solely on textbooks, and about how learning science involves the concept of all students can learn science, and acknowledging and respecting students’ ideas about science. Implications for teacher educators include the need to establish supportive environments within methods courses for minority preservice teachers to express their K-12 experiences and acknowledge and examine how these experiences shape their conceptions of teaching science, and to recognize that minority preservice teachers’ conceptions of teaching science reveal the multiple ways through which they see and envision science instruction.  相似文献   

17.
Between 1880 and 1920 the way science was taught in American High Schools changed dramatically. The old “lecture/demonstration” method, where information was presented to essentially passive students, was replaced by the “laboratory” method, where students performed their own experiments in specially constructed student laboratories. National leadership in education was generally weak during this period, and the new method required significant investments by the schools, but within a few decades American science education was rapidly and completely transformed. Previous studies of this fundamental change have concentrated on the activities of organizations like the NEA, the Bureau of Education and a few major universities, but the way in which these groups were able to effect actual changes in classroom practice is not completely clear. This article attempts to broaden the existing narrative by integrating the rich and largely ignored material culture of science education—such things as textbooks, lab manuals, student notebooks, science teaching instruments and scientific instrument catalogs. Surprisingly, much of this story can be seen in changes to the depiction of a single, venerable and otherwise unremarkable teaching instrument: the inclined plane.  相似文献   

18.
This study explored the effects that the incorporation of nature of science (NoS) activities in the primary science classroom had on children’s perceptions and understanding of science. We compared children’s ideas in four classes by inviting them to talk, draw and write about what science meant to them: two of the classes were taught by ‘NoS’ teachers who had completed an elective nature of science (NoS) course in the final year of their Bachelor of Education (B.Ed) degree. The ‘non-NoS’ teachers who did not attend this course taught the other two classes. All four teachers had graduated from the same initial teacher education institution with similar teaching grades and all had carried out the same science methods course during their B.Ed programme. We found that children taught by the teachers who had been NoS-trained developed more elaborate notions of nature of science, as might be expected. More importantly, their reflections on science and their science lessons evidenced a more in-depth and sophisticated articulation of the scientific process in terms of scientists “trying their best” and “sometimes getting it wrong” as well as “getting different answers”. Unlike children from non-NoS classes, those who had engaged in and reflected on NoS activities talked about their own science lessons in the sense of ‘doing science’. These children also expressed more positive attitudes about their science lessons than those from non-NoS classes. We therefore suggest that there is added value in including NoS activities in the primary science curriculum in that they seem to help children make sense of science and the scientific process, which could lead to improved attitudes towards school science. We argue that as opposed to considering the relevance of school science only in terms of children’s experience, relevance should include relevance to the world of science, and NoS activities can help children to link school science to science itself.  相似文献   

19.
Students at all ages hold a wide variety of scientifically faulty knowledge structures called “misconceptions”. As far as misconceptions in chemistry are concerned, college science students are no exception. Systematic administration to freshman biology majors of specially-designed mid-term and term higher-order cognitive skills (HOCS)-oriented examinations within the courses “General and Inorganic Chemistry” and “Introduction to Modern Organic Chemistry” proved these examinations to be very effective in revealing and distinguishing between students'misconceptions, misunderstandings, and“no conceptions”. Several of these have never been mentioned before in the relevant research literature. Accordingly, reflective teaching strategies to overcome this “misconceptions problem” and affect meaningfully subsequent learning have been explored and implemented within our longitudinal effort to develop students' HOCS. The study results combined with accumulated experience indicate that properly designed HOCS-oriented examinations may be very effective for revealing, but notper se for overcoming, students' misconceptions. However, within HOCS-oriented chemistry teaching, the assessment of students by such examinations is very useful particularly for providing data for remediation purposes via appropriate modification of the teaching strategies. Eventually, this leads to gains in students' HOCS which is in line with the overall goal of the current reform in science education.  相似文献   

20.
Summary A movement among universities noted for research and for rigorous scholarship that would have insured a significantly improved education for prospective teachers was transformed in a short time, about ten years, into another agency of centrally inspired “school refrom,” The Holmes Group’s initial program called for prospective teachers to undergo five years of general education and teacher education, devoting the undergraduate years largely to arts and sciences. It also called for a closer collaboration between teacher educators and arts and science faculty in order to prepare preservice teachers to teach more rigorous pedagogically organized subject matter. Included in the early Holmes agenda was the concept of a professional development school as a public school site for pedagogical application, under the direction of veteran teacher cadres. However, as a consequence of an increasingly liberal academic ideology, informing a persistent criticism of Holmes’s original proposals as elitist and insufficiently activist, the Holmes group came in a short time to underplay its call for a five-year program, to back off from a closer collaboration between teacher educators and arts and sciences faculty, and to transform its concept of an affiliated public school from a site for pre-service pedagogical classroom practice into an exemplary school-to-be. Some hope may remain: the Holmes staff recently distributed the “Conference Proceedings” of the January 1998 annual convention held in Orlando. On page 42 of those proceedings, Arthur Wise, the peripatetic head of NCATE (National Council for Accreditation of Teacher Education—now a Holmes “partner” at the national level) found Holmes neglectful of an appropriate concern for arts and sciences education for prospective teachers. Wise was a “ranconteur” in Orlando; as such he was expected to provide a “reflective response” to the conference. He said, apologetically, I might offer my one sound of criticism ... I just worry when I see that ... we may be paying too much attention to the external aspects of school and maybe not enough to the guts of the matter which is, after all, content and how to teach it.  相似文献   

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