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1.
Curriculum materials are crucial tools with which teachers engage students in science as inquiry. In order to use curriculum materials effectively, however, teachers must develop a robust capacity for pedagogical design, or the ability to mobilize a variety of personal and curricular resources to promote student learning. The purpose of this study was to develop a better understanding of the ways in which preservice elementary teachers mobilize and adapt existing science curriculum materials to plan inquiry‐oriented science lessons. Using quantitative methods, we investigated preservice teachers' curriculum design decision‐making and how their decisions influenced the inquiry orientations of their planned science lessons. Findings indicate that preservice elementary teachers were able to accurately assess how inquiry‐based existing curriculum materials are and to adapt them to make them more inquiry‐based. However, the inquiry orientations of their planned lessons were in large part determined by how inquiry‐oriented curriculum materials they used to plan their lessons were to begin with. These findings have important implications for the design of teacher education experiences that foster preservice elementary teachers' pedagogical design capacities for inquiry, as well as the development of inquiry‐based science curriculum materials that support preservice and beginning elementary teachers to engage in effective science teaching practice. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:820–839, 2010  相似文献   

2.
This study examined the influence of a professional development program based around commercially available inquiry science curricula on the teaching practices of 27 beginning elementary school teachers and their teacher mentors over a 2 year period. A quantitative rubric used to score inquiry elements and use of data in videotaped lessons indicated that education students assigned to inquiry-based classrooms during their methods course or student teaching year outperformed students without this experience. There was also a significant positive effect of multi-year access to the kit-based program on mentor teaching practice. Recent inclusion of a “writing in science” program in both preservice and inservice training has been used to address the lesson element that received lowest scores—evaluation of data and its use in scientific explanation.  相似文献   

3.
Past research has indicated that a number of problems in the teaching of science in elementary classrooms are rooted in the preparation of inservice teachers. One continuing concern is elementary teachers' lack of science content knowledge. As indicated by numerous research studies reporting positive results, one method of addressing these problems is through inservice teacher professional development workshops. While improved content knowledge has been reported as a positive result of professional development workshops, elementary science workshops have not resulted in the same success levels as other subject areas. One method of addressing some of the deficiencies in elementary science professional development workshops is with the integration of hypermedia into the professional development environment. This study examined whether the integration of hypermedia into elementary science professional development workshops resulted in greater increases in the science content knowledge of elementary teachers of science than traditional methods of elementary science professional development workshops. Workshops that integrated hypermedia into the professional development environment resulted in a significant increase in inservice elementary teachers' science content knowledge, when compared to the control group. However, when compared to the experimental group that participated in workshops without hypermedia, however, there was no significant difference in increases of science content knowledge. Implications of these outcomes are discussed.  相似文献   

4.
Understanding nature of science (NOS) is considered critical to the development of students’ scientific literacy. However, various studies have shown that a large number of elementary and secondary science teachers do not possess an adequate understanding of NOS. This study investigated how elementary teachers’ understanding of NOS was impacted through a 1-year professional development program in Chile that included NOS instruction as a theme throughout two types of mini-courses in the program. Twelve teachers attended a 1-year development program focused on improving teacher content knowledge and included the instruction of NOS embedded in two self-contained NOS mini-courses (36 h) and two lessons (3 h each) within five science content mini-courses (30 h). The Views of NOS (version D+) questionnaire and interviews were used to assess teachers’ understanding of NOS at the beginning (January) and end of the program (December). Elementary teachers’ understanding of the creative, inferential, and tentative aspect of NOS showed improvement. According to the teachers’ perceptions, the most significant activities for improving their NOS understanding were decontextualized activities in both types of mini-courses (self-contained NOS and science content mini-courses). The implications for professional development programs are also discussed.  相似文献   

5.
Part of the work of teaching elementary science involves evaluating elementary students' work. Depending on the nature of the student work, this task can be straightforward. However, evaluating elementary students' representations of their science learning in the form of scientific models can pose significant challenges for elementary teachers. To address some of these challenges, we incorporated a modeling-based elementary science unit in our elementary science teaching methods course to support preservice teachers in gaining knowledge about and experience in evaluating students' scientific models. In this study, we investigate the approaches and criteria preservice elementary teachers use to evaluate elementary student-generated scientific models. Our findings suggest that with instruction, preservice elementary teachers can adopt criterion-based approaches to evaluating students' scientific models. Additionally, preservice teachers make gains in their self-efficacy for evaluating elementary students' scientific models. Taken together, these findings indicate that preservice teachers can begin to develop aspects of pedagogical content knowledge for scientific modeling.  相似文献   

6.
The current impetus for increasing STEM in K-12 education calls for an examination of how preservice teachers are being prepared to teach STEM. This paper reports on a study that examined elementary preservice teachers’ (n = 21) self-efficacy, understanding of science concepts, and computational thinking as they engaged with robotics in a science methods course. Data collection methods included pretests and posttests on science content, prequestionnaires and postquestionnaires for interest and self-efficacy, and four programming assignments. Statistical results showed that preservice teachers’ interest and self-efficacy with robotics increased. There was a statistically significant difference between preknowledge and postknowledge scores, and preservice teachers did show gains in learning how to write algorithms and debug programs over repeated programming tasks. The findings suggest that the robotics activity was an effective instructional strategy to enhance interest in robotics, increase self-efficacy to teach with robotics, develop understandings of science concepts, and promote the development of computational thinking skills. Study findings contribute quantitative evidence to the STEM literature on how robotics develops preservice teachers’ self-efficacy, science knowledge, and computational thinking skills in higher education science classroom contexts.  相似文献   

7.
This pilot study investigates the impact of a 2-week professional development Summer Institute on PK-3 teachers’ knowledge and practices. This Summer Institute is a component of [program], a large-scale early-childhood science project that aims to transform PK-3 science teaching. The mixed-methods study examined concept maps, lesson plans, and classroom observations to measure possible changes in PK-3 teachers’ science content knowledge and classroom practice from 11 teachers who attended the 2014 Summer Institute. Analysis of the concept maps demonstrated statistically significant growth in teachers’ science content knowledge. Analysis of teachers’ lesson plans demonstrated that the teachers could design high quality science inquiry lessons aligned to the Next Generation Science Standards following the professional development. Finally, examination of teachers’ pre- and post-Summer Institute videotaped inquiry lessons showed evidence that teachers were incorporating new inquiry practices into their teaching, especially regarding classroom discourse. Our results suggest that an immersive inquiry experience is effective at beginning a shift towards reform-aligned science and engineering instruction but that early elementary educators require additional support for full mastery.  相似文献   

8.
Inadequate science knowledge of preservice teachers enrolled in science methods courses not only limits their mastery of effective teaching practices, but also may foster negative attitudes toward science teaching. This study investigated the influence of science knowledge upon attitudes toward science teaching in a one-semester elementary science methods course by embedding a videodisk-based instructional component to remediate knowledge deficiencies. Preservice teachers in the experimental group first learned core concepts in physical and earth science through a series of 24 interactive videodisk lessons and then used the concepts as a foundation for preparing and presenting model science lessons. Results showed that the experimental group overcame their initial knowledge deficiencies by mastering the core concepts presented (mean proportion correct on mastery test = 0.91), with multivariate covariance analysis confirming that the experimentals gain in science knowledge was significantly greater than comparable controls in the parallel science methods sections. Additionally, as a result of mastering the core concepts underlying earth science, preservice teachers using the videodisk instruction also displayed significantly greater confidence in their understanding of science knowledge and more positive attitudes toward science teaching at the elementary levels. Implications for improving elementary science teaching through preservice and in-service training are discussed.  相似文献   

9.
In this paper we present findings from a project that documented the development of preservice teachers’ beliefs and practices in delivering science instruction that considers issues of language and culture. Teacher candidates in the intervention group (n = 65) received a science methods course and teaching practicum experience that provided guidance in teaching science in culturally and linguistically responsive ways. Comparisons between a control group of preservice teachers (n = 45) and those involved in the intervention yielded stronger beliefs about the efficacy in promoting collaboration in science teaching than the intervention group. Observations of these preservice teachers during their teaching practicum revealed differences in favor of the intervention group in: (a) implementing science instruction that addressed the language and literacy involved in science; (b) using questions that elicited higher order thinking and; (c) providing scaffolds (e.g., purposeful feedback, probing student background knowledge) when confronting abstract scientific concepts. Implications for preservice teacher education are addressed.  相似文献   

10.
The objective of this study was to examine the nature of preservice teachers’ evaluations of elementary mathematics problems using the Mathematical Tasks Framework (MTF), a model designed to discriminate among tasks according to their cognitive complexity. We also tested the relationship between mathematics content knowledge and problem length on the preservice teachers’ evaluations. Twenty-six undergraduate students enrolled in an elementary mathematics methods course at a large urban university were introduced to the MTF and cognitive complexity during a class lecture and were subsequently required to sort 32 mathematics problems according to the framework. Results demonstrated that overall, the preservice teachers had more difficulty accurately classifying problems considered to represent high levels of cognitive complexity compared to problems that were less complex. Those with strong mathematics content knowledge, as measured by a standardized test, were able to sort the problems more accurately than those with weaker content knowledge. Two open-ended items assessing content knowledge were not related to sorting performance. Finally, the preservice teachers were influenced by the surface characteristic of task length; the data indicated that the teachers tended to label short problems as less cognitively demanding and long problems as more so. Implications for preservice professional development include an increased emphasis on mathematics content knowledge as well as expert modeling of the identification of deep conceptual principles at the heart of the mathematics curriculum.  相似文献   

11.
This study explored a modified version of Japanese Lesson Study to determine whether and how it influenced preservice elementary teachers in their abilities to deliver science lessons that included nature of science (NOS) to their own students. We used a case study approach that focused on one subset of a cohort of preservice elementary teachers within their field placement settings. Data sources included lesson plans, lesson feedback forms, videotapes of delivered lessons, and videotapes of lesson study feedback sessions. Early in the semester peers provided feedback on content, and later in the semester peers provided feedback on classroom management as well as content during the lesson study feedback sessions. We found that preservice elementary teachers were able to provide feedback to their peers regarding how to include NOS in their science lessons, yet did not naturally included NOS connections within their own lessons.  相似文献   

12.
Since the beginning of the reform movement in science education, there has been concern that elementary teachers lack the science content knowledge (SCK) needed to engage students in authentic scientific inquiry. This study included 19 preservice elementary teachers and examined the development of their SCK within the context of a uniquely designed elementary science methods course. A project-developed science knowledge test was administered at the beginning and the end of the science methods course, before and after science content was covered concurrent with modeled pedagogy. The preservice elementary teachers had adequate knowledge of low difficulty science content on the pretest, but demonstrated improvement on moderate and difficult science content, especially on topics emphasized in the methods course. Data analyses conducted on change in SCK using analysis of variance were statistically significant and demonstrated a large effect size. Details are discussed, along with large-scale implications and recommendations for elementary science teacher education.  相似文献   

13.
Success in Science Learning and Preservice Science Teaching Self-Efficacy   总被引：2，自引：0，他引：2  
This study examined relationships between conceptual understanding, self-efficacy, and outcome expectancy beliefs as preservice teachers learned science in a constructivist-oriented methods class. Participants included 49 preservice elementary teachers. Analysis revealed that participants increased in self-efficacy, outcome expectancy, and conceptual understanding. Engaging preservice teachers in hands-on, minds-on activities and discussion were important contributors. Participants reported that they would be inclined to teach from a constructivist perspective in the future. One implication from this study is that increasing the quantity of science content courses that preservice elementary teachers are required to take may not be sufficient to overcome their reluctance to teach science if some of their learning does not take place in a constructivist environment. In our teaching, we have tried to integrate pedagogy with learning science content.  相似文献   

14.
This study examined the relations of preservice science teachers’ attitudes towards technology use, technology ownership, technology competencies, and experiences to their self-efficacy beliefs about technological pedagogical content knowledge (TPACK). The present study also investigated interrelations among preservice teachers’ attitudes towards technology use, technology ownership, technology competencies, and experiences. The participants of study were 665 elementary preservice science teachers (467 females, 198 males) from 7 colleges in Turkey. The proposed model based on educational technology literature was tested using structural equation modeling. The model testing results revealed that preservice teachers’ technology competencies and experiences mediated the relation of technology ownership to their TPACK self efficacy beliefs. The direct relation of their possession of technology to their TPACK self efficacy beliefs was insignificant while the indirect relation through their technology competencies and experiences was significant. The results also indicated there were significant direct effects of preservice teachers’ attitudes towards technology use, technology competencies, and experiences on their TPACK self efficacy beliefs.  相似文献   

15.
This study describes an elementary science model of professional development through mentoring by university science education professors working with teachers at a private elementary school in a regional city in Queensland, Australia. A cross-cultural collaboration involving professors from the United States and Australia resulted in the socially constructed image of the science education mentor. While there is no generic model for elementary science mentoring, results of data collection reveal that (a) one-to-one mentoring has short-term implications for implementing constructivist science teaching practices; (b) successful mentoring models include facilitating the understanding of science content, exploring elementary science pedagogical content knowledge through modeling, and off-site professional development workshops; and (c) understanding and working from the predispositions of the teachers is an essential component of effective professional development.  相似文献   

16.
This paper present findings from a pre-service teacher development project that prepared novice teachers to promote English language and literacy development with inquiry-based science through a modified elementary science methods course and professional development for cooperating teachers. To study the project’s impact on student learning, we administered a pre and post assessment to students (N = 191) of nine first year elementary teachers (grades 3 through 6) who experienced the intervention and who taught a common science unit. Preliminary results indicate that (1) student learning improved across all categories (science concepts, writing, and vocabulary)—although the effect varied by category, and (2) English Language Learner (ELL) learning gains were on par with non-ELLs, with differences across proficiency levels for vocabulary gain scores. These results warrant further analyses to understand the extent to which the intervention improved teacher practice and student learning. This study confirms the findings of previous research that the integration of science language and literacy practices can improve ELL achievement in science concepts, writing and vocabulary. In addition, the study indicates that it is possible to begin to link the practices taught in pre-service teacher preparation to novice teacher practice and student learning outcomes.  相似文献   

17.
Research in Science Education - Two common reasons elementary preservice teachers have low self-efficacy with science teaching is their lack of content knowledge and past negative experiences with...  相似文献   

18.
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19.
This study explored the effects of community-based service-learning (CBSL), supplemented with discussions and activities about diversity, on the self-efficacy beliefs of preservice elementary teachers regarding equitable science teaching and learning for diverse student groups. The study was conducted with 81 preservice teachers enrolled in four sections of an elementary science methods course over a semester. Employing a mixed-methods research design, data were collected using pretests–posttests with the study sample and semistructured interviews with a subsample. The results support the value of preservice teachers engaging in CBSL experiences, supplemented with discussions and activities about diversity, as a way to improve their self-efficacy beliefs regarding equitable science teaching and learning of all students.  相似文献   

20.
Science & Education - This study took place in an introductory science inquiry course for preservice elementary school teachers as a supplement to lessons on critical thinking. The...  相似文献   

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