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1.
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
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Benny Hin Wai Yung Siu Ling Wong Man Wai Cheng Ching Sum Hui Derek Hodson 《Research in Science Education》2007,37(3):239-259
A CD-ROM consisting of videos of two lessons by different teachers demonstrating exemplary science teaching was used to elicit,
develop and track the changing conceptions of good science teaching of student teachers enrolled for the one-year Postgraduate
Diploma in Education (PGDE) at several stages during the programme. It was found that the videos acted as an effective probe
to elicit student teachers’ conceptions and had significant impact on those conceptions at different stages of the programme
through the provision of teacher models demonstrating exemplary teaching. The experience has extended novice teachers’ awareness
of alternative teaching methods and approaches not experienced in their own schooling, broadened their awareness of different
classroom situations, provided proof of existence of good practices and prompted them to reflect on their current conceptions
of good science teaching. Most importantly, the strategy of asking student teachers to watch the same videos on three separate
occasions at different times of the course was recognized by them as a crucial element in facilitating their reflection on
their changing conceptions of good science teaching.
PGDE is the standard form of pre-service teacher education in Hong Kong. It provides qualified teacher status within Hong
Kong. Student teachers enrolled for the PGDE have completed a relevant undergraduate degree. 相似文献
5.
Pattamaporn Pimthong Naruemon Yutakom Vantipa Roadrangka Sudjid Sanguanruang Bronwen Cowie Beverley Cooper 《International Journal of Science and Mathematics Education》2012,10(1):121-137
The purpose of this study was to enhance the teaching and learning of matter and its properties for grade 6 students. The
development of a conceptual change approach instructional unit was undertaken for this purpose. Pre- and post-concept surveys,
classroom observations, and student and teacher interviews were used to collect data. The teaching activities not only challenged
and encouraged students’ conceptual change but also indicated that teachers needed to develop their content knowledge and
teaching strategies. The participants developed more scientific conceptions and were able to apply these in appropriate contexts.
This study illustrates how a conceptual change approach can be accomplished in the Thai context. 相似文献
6.
Science teachers need an adequate understanding of nature of science (NOS) and the ability to embed NOS in their teaching.
This collective case study aims to explore in-service science teachers’ conceptions of NOS and the embeddedness of NOS in
their teaching about astronomy and space. Three science teachers participated in this study. All participants attended the
NOS workshop based on an explicit-reflective approach. They were asked to respond to the Myths of Science Questionnaire on
three different occasions, i.e., at the beginning and the end of the NOS workshop and a semester after the workshop. Classroom
observation, interviews after teaching, and a collection of related documents were also employed to collect data. The data
were analyzed using a constant comparative method. The results revealed two important assertions. First, science teachers’
conceptions of NOS are stable and resistant to change. However, an explicit-reflective approach employed in the NOS workshop,
to some extent, promoted science teachers’ understanding and reasoning about NOS. Second, science teachers’ conceptions of
NOS are not directly related to their classroom practices. With different degrees of NOS understanding, all participants taught
NOS implicitly and missed most of the opportunities to address aspects of NOS embedded in the topics they taught. The implications
of these findings are also discussed. 相似文献
7.
This investigation assessed the impact of situating explicit nature of science (NOS) instruction within the issues surrounding
global climate change and global warming (GCC/GW). Participants in the study were 15 preservice elementary teachers enrolled
in a science methods course. The instructional intervention included explicit NOS instruction combined with explicit GCC/GW
instruction situated within the normal elementary science methods curriculum. Participants’ conceptions of NOS and GCC/GW
were assessed with pre- and postadministrations of open-ended questionnaires and interviews. Results indicated that participants’
conceptions of NOS and GCC/GW improved over the course of the semester. Furthermore, participants were able to apply their
conceptions to decision making about socioscientific issues. The results provide support for context-based NOS instruction
in an elementary science methods course. 相似文献
8.
This case study of a fifth-year elementary intern’s pathway in learning to teach science focused on her science methods course,
placement science teaching, and reflections as a first-year teacher. We studied the sociocultural contexts within which the
intern learned, their affordances and constraints, and participants’ perspectives on their roles and responsibilities, and
her learning. Semi-structured interviews were conducted with all participants. Audiotapes of the science methods class, videotapes
of her science teaching, and field notes were collected. Data were transcribed and searched for affordances or constraints
within contexts, perspectives on roles and responsibilities, and how views of her progress changed. Findings show the intern’s
substantial progress, the ways in which affordances sometimes became constraints, and participants’ sometimes contradictory
perspectives. 相似文献
9.
Joke Voogt Frank Tilya Jan van den Akker 《Journal of Science Education and Technology》2009,18(5):429-438
Science teachers from secondary schools in Tanzania were offered an in-service arrangement to prepare them for the integration
of technology in a student-centered approach to science teaching. The in-service arrangement consisted of workshops in which
educative curriculum materials were used to prepare teachers for student-centered education and for the use and application
of Microcomputer Based Laboratories (MBL)—a specific technology application for facilitating experiments in science education.
Quantitative and qualitative data were collected to study whether the in-service arrangement impacted teacher learning. Teacher
learning was determined by three indicators: (1) the ability to conduct MBL-supported student centered science lessons, (2)
teachers’ reflection on those lessons and (3) students’ perceptions of the classroom environment. The results of the research
indicate that the teachers’ were able to integrate MBL in their science lessons at an acceptable level and that they were
able to create a classroom environment which was appreciated by their students as more investigative and open-ended. 相似文献
10.
In this paper we report on teachers’ and students’ participation in authentic science research in out of school time science
clubs at elementary schools. In the program four to five teachers worked alongside practicing scientists as part of their
research groups. Each teacher facilitated a club with 10–15 students who, by extension, were members of the scientists’ research
groups. Over the 3 years of the project nearly 30 teachers and over 500 children participated in the clubs. In this paper
we present a case study of teachers and children who worked with an analytic chemist at a major university whose field of
research is environmental arsenic. We illustrate how the professor mentored the teachers and how they in turn mentored the
children. We show how the elementary school teachers who had very little formal science education gained the expertise needed
to mentor the children. We found that in less than one academic year the teachers were able to gain the knowledge and skills
to facilitate the children’s legitimate participation in authentic scientific research; and that the children gained the methodological
and intellectual proficiency needed to contribute useful data and findings to the scientist’s research program. 相似文献
11.
Teacher attrition rates are high in urban schools, particularly for new science teachers. Little research has addressed how science teachers can be prepared to effectively bridge the divide between preparation and urban teaching. We utilized the theoretical frameworks of social justice, identity, and structure-agency to investigate this transition. Specifically, we examined the Urban Science Teacher Preparation (USTP) program as a critical case of “well-prepared” urban science teachers. Study participants included one cohort of four teachers. Data, primarily from individual interviews, a focus group, and written reflections, were collected from participants during pre-service preparation and their first year of teaching. The USTP program nurtured the development of a professional identity aligned with teaching science for social justice, with a unique emphasis on identifying structural injustices in schools. Findings indicate all four teachers used their identities to negotiate school policies and procedures that restricted student opportunities to learn science through three processes: deconstructing the context, positioning themselves within and against the context, and enacting their identities. These findings suggest the importance of USTP programs to provide teacher candidates with political clarity for teaching for social justice and sustained induction support to resist school socialization pressures. 相似文献
12.
Teachers’ acquisition of knowledge about English word structure 总被引：1，自引：0，他引：1
Previous research suggests that teachers’ knowledge about English word structure (e.g., the phonological structure of words
and common orthographic patterns in English) may be limited, although this knowledge is important for effective teaching of
word decoding. This study examined teacher education students’ knowledge about word structure, and improvements in their knowledge
as a result of instruction, using three tasks: graphophonemic segmentation, classification of pseudowords by syllable type,
and classification of real words as phonetically regular or irregular. Participants came from a special education certification
program and included both preservice and inservice teachers. Results indicated that prior preparation to teach reading influenced
participants’ initial performance on two of the three word-structure tasks (all but graphophonemic segmentation); however,
prior experience in teaching reading did not influence word-structure knowledge. A subset of participants who received specific
instruction about word structure improved their knowledge relative to a comparison group of teacher education students who
did not receive word-structure instruction. Prior preparation did not influence participants’ responsiveness to instruction.
Conclusions support the viewpoint that teacher education must include information about English word structure for educators
who will teach reading and suggest that sufficiently intensive instruction may be important in developing word-structure knowledge. 相似文献
13.
Susan A. Kirch Mary Ellen Bargerhuff Heidi Cowan Michele Wheatly 《Journal of Science Teacher Education》2007,18(4):663-692
General education science teachers are meeting increasingly diverse classrooms of students that include students with disabilities.
A one-week, summer, residential workshop was offered to interested science and special educators who worked through lab experiments
one-on-one with students with physical or sensory disabilities (grades 7-12). To determine how effective this professional
development workshop was at raising disability awareness and providing teacher training in inclusive science teaching practices,
a combination of survey and reflective journal entries was used to monitor participants’ experience. Here we discuss the findings
from this benchmark study and discuss how others might adapt this professional development model for use by schools interested
in moving toward inclusive practices. 相似文献
14.
Geeta Verma 《Journal of Science Teacher Education》2009,20(4):313-332
The study explored the influence of university-based teacher education courses on pre-service middle and high school teachers’
experiences with multicultural themes in a secondary science alternative certification program. Eight participants (N = 8), six women and two men, volunteered to be a part of the study that took place over a period of four semesters. Qualitative
data was collected, coded and analyzed to make meaning of the participants’ experiences. Data comprised of participants’ reflective
journals, personal and group interviews, and classroom observations done in middle school practicum and high school student
teaching placements. The findings indicated that while the participants became more familiar with the themes of multicultural
education, many did not demonstrate fluency with these themes and struggled with balancing their responsibilities as a science
teacher and a culturally competent teacher. 相似文献
15.
Rose M. Pringle 《Journal of Science Teacher Education》2006,17(3):291-307
Investigation involving children’s understandings of scientific concepts have been a dominant area of research in science
education over the last 2 1/2 decades. One fruitful outcome of these studies is to alert teachers to difficulties in learning
science. Although this information is commendable in highlighting their existence, not much is presented on how to deal with
the alternative conceptions. It is generally believed that teachers tend to teach the way they were taught, and breaking this
cycle requires different emphasis on pedagogy in teacher education. The focus of this article is on preservice teachers’ experiences
in a science education course as they explore the importance of children’s alternative conceptions and in using such knowledge
to make decisions about teaching. 相似文献
16.
Muammer Çalik Alipaşa Ayas Richard Kevin Coll 《International Journal of Science and Mathematics Education》2007,5(1):1-28
This paper reports on the use of a constructivist-based pedagogy to enhance understanding of some features of solution chemistry.
Pre-service science teacher trainees' prior knowledge about the dissolution of salts and sugar in water were elicited by the
use of a simple diagnostic tool. The test revealed widespread alternative conceptions. These evaluation data were used to
produce two segments of ‘conceptual change text’: concise summaries that present alternative and scientific conceptualizations
for the concepts under study. The texts were administered to 21 pre-service elementary trainee teachers whose understandings
of number of conceptions were subsequently re-evaluated employing a pre-test post-test approach in which their answers and
reasons for their answers were solicited. The findings suggest that these pre-service elementary trainees' alternative conceptions
are changed to become more in accord with the scientific view, with more participants providing correct answers along with
correct reasons than before the intervention. This work suggests that the use of conceptual change text may provide a simple
and cost and resource-effective way to aid conceptual understanding for the dissolution of ionic solids in water including
the effect of solute surface on the dissolution process. 相似文献
17.
Murat Bursal 《International Journal of Science and Mathematics Education》2010,8(4):649-666
This study investigated Turkish preservice, elementary teachers’ personal mathematics teaching efficacy (PMTE), and science
teaching efficacy (PSTE) beliefs at the end of their teacher education program. A majority of the participants believed they
were well prepared to teach both elementary mathematics and science, but their PSTE scores were significantly lower than their
PMTE scores. However, a significant correlation was found between the PMTE and PSTE scores. No significant gender effect on
PMTE and PSTE scores was observed, but unlike the results from other countries, Turkish female preservice elementary teachers
were found to have slightly higher PMTE and PSTE scores than their male peers. High school major area was found to be a significant
predictor of participants’ PMTE and PSTE scores. Participants with mathematics/science high school majors were found to have
significantly higher PMTE and PSTE scores than those with other high school majors. 相似文献
18.
This study investigated the extent to which teacher professional development led to changes in science instruction in K-2
classrooms in rural school districts. The research specifically examined changes in (a) teachers’ content knowledge in science;
(b) teachers’ self-efficacy related to teaching science; (c) classroom instructional time allotted to science; and (d) instructional
strategies used in science. The study also investigated contextual factors contributing to or hindering changes in science
instruction. Data sources included a teacher survey, a self-efficacy assessment, content knowledge tests, interviews, and
classroom observations. After one year in the program, teachers showed increased content knowledge and self-efficacy in teaching
science; they spent more instructional time on science and began using different instructional strategies. Key contextual
factors included curricular demands, resources, administrative support, and support from other teachers. 相似文献
19.
William J. Boone Sandra K. Abell Mark J. Volkmann Fran Arbaugh John K. Lannin 《International Journal of Science and Mathematics Education》2011,9(3):551-569
In 2003 the University of Missouri (with the aid of US National Science Foundation funding) initiated an alternative certification
program (ACP) to address the well-documented need in the US for increasing the quantity and quality of mathematics and science
teachers for the middle and secondary levels. Nationwide current certification programs do not provide the quality and quantity
of mathematics and science teachers needed in schools. As a result most American states have begun to experiment with ACPs
as a way to address the shortage of math and science teachers. To evaluate the success of this program, we collected data
from ACP participants regarding perceived preparation, self efficacy, and outcome expectancy at three time points in the program.
State standards for beginning teachers were used to construct a perceived preparation instrument. Analysis of data suggests
that over time, ACP participants exhibited an increasingly positive view toward their preparation for classroom teaching,
as well as increased self efficacy. However, there was little change in the students’ outcome expectancy over time. In this
article we share details of the unique ACP program and we describe steps taken to collect and evaluate a project data set.
Our work provides useful guidance to researchers and practitioners in the field of science and mathematics teacher education. 相似文献
20.
Teacher education programs have adopted preparing science teachers that teach science through inquiry as an important pedagogic
agenda. However, their efforts have not met with much success. While traditional explanations for this failure focus largely
on preservice science teachers’ knowledge, beliefs and conceptions regarding science and science teaching, this conceptual
paper seeks to direct attention toward discursive practices surrounding inquiry science teaching in teacher education programs
for understanding why most science teachers do not teach science through inquiry. The paper offers a theoretical framework
centered on critical notions of subjection and performativity as a much needed perspective on making/becoming of science teachers through participation in discursive practices of science
teacher education programs. It argues that research based on such perspectives have much potential to offer a deeper understanding
of the difficult challenges teacher education programs face in preparing inquiry practicing science teachers. 相似文献