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1.
This study examined the views, and the retention of these views, of 19 preservice elementary teachers as they learned about nature of science (NOS). The preservice teachers participated in a cohort group as they took a science methods course during which they received explicit reflective instruction in nature of science. Through Views of Nature of Science version B (VNOS‐B) surveys and interviews it was found that most preservice teachers held inadequate ideas of nature of science prior to instruction, but improved their views after one semester of instruction in the science methods course. However, 5 months after instruction, the graduate preservice teachers were again interviewed and it was found that several of the students reverted back to their earlier views. The results are interpreted through Perry's scheme, and implications and recommendations for elementary science teacher education are made. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 43: 194–213, 2006 相似文献
2.
The Nature of Science and Scientific Knowledge: Implications for a Preservice Elementary Methods Course 总被引：1，自引：0，他引：1
This article describes teaching considerations related to the nature of science and scientific knowledge in an elementary science methods course. The decisions that were made, the rationale upon which these decisions were based, and the challenges evident are presented. Instructional strategies used during the course for the purpose of developing preservice teachers' understandings of the nature of science and scientific knowledge are described. The results of using these strategies, in regard to the impact on students' learning and their views on teaching the nature of science to elementary grade students are then discussed. The article concludes with a discussion on the implications for teaching the nature of science and scientific knowledge in the context of preservice elementary teacher education. 相似文献
3.
Jeffrey W. Bloom 《International Journal of Science Education》2013,35(4):401-415
The intent of the present study is to describe preservice elementary teachers’ understanding of science and how certain contextual variables contribute to this understanding. Eighty students in three sections of an elementary science methods course participated in the study by completing a questionnaire. Six questions dealt with knowledge of science, theories and evolution. In addition, a 21‐item rating scale covering various aspects of science and science teaching was included. The major theme arising out of the data is how beliefs affect preservice teachers’ understandings of science. The anthropocentricity in the subjects’ definitions and purposes of science, theories and evolution is the most explicit and pervasive of the beliefs influencing the conceptualizations of science. The often vague and misinformed definitions of theories add a further dimension of how science is perceived. When evolution is introduced, both the anthropocentric view of science and the misunderstood notion of theory come together to confound the subjects’ understanding. When asked about the teaching of evolution, the subjects’ confusion concerning the nature of science becomes strikingly evident. 相似文献
4.
Eulsun Seung Soonhye Park Ratna Narayan 《Journal of Science Education and Technology》2011,20(6):703-714
This study examined elementary preservice teachers’ beliefs about the role/image of a science teacher and science teaching
and how these beliefs change during an elementary science methods course; this examination was conducted through an analysis
of their metaphor writing. Data included personal metaphors and rationale papers for supporting them collected from 106 participants
at the start and end of the semester. Data were analyzed using the constant comparative method and also quantified for statistical
analysis. Results indicate that most participants came to the course with traditional views and developed more constructivist
views during the course. However, they tended to keep their traditional views and added new constructivist perspectives into
their original belief systems. This study suggests that metaphor writing can be used as both a reflection tool for preservice
teachers to clarify and refine their beliefs about science teaching and learning and a diagnostic assessment tool for teacher
educators to understand their students for tailoring a methods course accordingly. 相似文献
5.
Warren Beasley 《International Journal of Science Education》2013,35(4):421-427
Summaries English Many trainee teachers have learned through bitter experience those teaching competencies experienced teachers hold most important. This paper describes the confidence at which fifty‐five science method students would approach sixty developmental tasks at strategic points during the preservice course of teacher education. The end‐of‐course outcomes are compared with the views of heads of school science department on the importance of these competencies for beginning science teachers. 相似文献
6.
An understanding of current views of the nature of science continues to be regarded as an important outcome of school science. Studies of the conceptions of the nature of science held by primary school teacher education students is therefore important. This article reports the conceptions held by 73 preservice primary teachers. There were elements in the conceptions of the nature of science articulated by this group which clearly were not in accord with modern views. For example, one in five, in many instances, chose responses which would be unacceptable to many modern philosophies of science. Further, many chose 'don't know' as a response to a variety of specific propositions about science, ranging from a low of 1.5% to 3.15% of respondents. The responses of school leavers and mature age students did not differ in any substantial way. In addition, the use of newspaper science reports is described as a novel means to probe conceptions of the nature of science. 相似文献
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8.
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
9.
Sinan Ozgelen Ozgul Yilmaz-Tuzun Deborah L. Hanuscin 《Research in Science Education》2013,43(4):1551-1570
The purpose of this study was to explore the effect of the inquiry-based and explicit–reflective laboratory instruction on preservice science teachers’ (PSTs) conceptions of the nature of science (NOS) aspects. This study was carried out during the Laboratory Application in Science II course. All 52 preservice elementary science teachers enrolled in the course consented to participate in the study; 37 were female and 15 were male, with a mean age of 22.8 years. All had the same science major background, and all of them were juniors. The course provided meaningful and practical inquiry-based experiences, as well as explicit and reflective instruction about NOS. Each week, a specific NOS aspect was targeted related to the inquiry-based laboratory investigation. The design of the study was qualitative and exploratory in nature. At the beginning of the study, the Views of Nature of Science Questionnaire Version B open-ended questionnaire was applied to explore PSTs’ NOS views. At the end of the semester, the same questionnaire was conducted to determine the impact of the explicit–reflective and inquiry-based laboratory instruction. The results showed that many PSTs improved their views of NOS in each element, although to different degrees. 相似文献
10.
Neporcha Cone 《Journal of Science Teacher Education》2009,20(4):365-383
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
11.
Lucy Avraamidou 《Research in Science & Technological Education》2013,31(1):90-115
Reform recommendations around the world call for an understanding about the nature of science and the work of scientists. However, related research findings provide evidence that students hold stereotypical views of scientists and the nature of their work. Purpose The aim of this case study was to examine the impact of an intervention on 15 elementary school students’ views of scientists. Sample An urban, fifth-grade, European elementary school classroom defined the context of this study. Design and method The intervention was an 11-week-long investigation of a local problem concerning water quality. In carrying out this investigation the students collaborated with a young metrology scientist to collect and analyse authentic data that would help them to construct a claim about the quality of the water. The students’ initial views of scientists were investigated through a drawing activity, classroom discussions and interviews. Results Analysis of these data indicated that all students but one girl held very stereotypical views on scientists and the nature of their work. Analysis of interviews with each student and classroom discussions after the intervention illustrated that they reconstructed their stereotypical views of scientists and the nature of their work owing to their personal engagement in the investigation and their collaboration with the scientist. Conclusions The findings of this study suggest that more in-depth study into project-based approaches, out-of-school learning and school–scientist partnerships is warranted, for the purpose of determining appropriate pedagogies that support students in developing up-to-date understanding about scientists and the nature of their work. 相似文献
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Christine Lotter Jonathan Singer Jenice Godley 《Journal of Science Teacher Education》2009,20(6):553-582
This study describes the influence of a secondary science methods program on secondary science preservice teachers’ views
and enactment of nature of science and inquiry-based instructional practices. Built into the structure of this program were
three cycles of practice teaching and reflection in which the preservice teachers focused on key pedagogical ideas in classroom
settings with middle and high school students. The nine secondary preservice teachers improved both their understanding and
enactment of inquiry and nature of science throughout the program period. This study provides evidence of the importance of
incorporating multiple low-stakes practicum experiences that are closely tied to methods course goals that are highly scaffolded
through both methods instructor and cooperating teacher support and tied to analytic self-reflection. 相似文献
14.
Sarah J. Carrier 《Journal of Science Teacher Education》2013,24(2):405-425
Science vocabulary knowledge plays a role in understanding science concepts, and science knowledge is measured in part by correct use of science vocabulary (Lee et al. in J Res Sci Teach 32(8):797–816, 1995). Elementary school students have growing vocabularies and many are learning English as a secondary language or depend on schools to learn academic English. Teachers must have a clear understanding of science vocabulary in order to communicate and evaluate these understandings with students. The present study measured preservice teachers’ vocabulary knowledge during a science methods course and documented their use of science vocabulary during peer teaching. The data indicate that the course positively impacted the preservice teachers’ knowledge of select elementary science vocabulary; however, use of science terms was inconsistent in microteaching lessons. Recommendations include providing multiple vocabulary instruction strategies in teacher preparation. 相似文献
15.
This mixed‐methods investigation compared the relative impacts of instructional approach and context of nature of science instruction on preservice elementary teachers' understandings. The sample consisted of 75 preservice teachers enrolled in four sections of an elementary science methods course. Independent variables included instructional approach to teaching nature of science (implicit vs. explicit) and the context of nature of science instruction (as a stand‐alone topic vs. situated within instruction about global climate change and global warming). These treatments were randomly applied to the four class sections along a 2 × 2 matrix, permitting the comparison of outcomes for each independent variable separately and in combination to those of a control group. Data collection spanned the semester‐long course and included written responses to pre‐ and post‐treatment administrations of the VNOS‐B, semi‐structured interviews, and a variety of classroom artifacts. Qualitative methods were used to analyze the data with the goal of constructing profiles of participants' understandings of the nature of science and of global climate change /global warming (GCC/GW). These profiles were compared across treatments using non‐parametric statistics to assess the relative effectiveness of the four instructional approaches. Results indicated that preservice teachers who experienced explicit instruction about the nature of science made statistically significant gains in their views of nature of science regardless of whether the nature of science instruction was situated within the context of GCC/GW or as a stand‐alone topic. Further, the participants who experienced explicit nature of science instruction as a stand‐alone topic were able to apply their understandings of nature of science appropriately to novel situations and issues. We address the implications of these results for teaching the nature of science in teacher preparation courses. © 2010 Wiley Periodicals, Inc., Inc. J Res Sci Teach 48: 414–436, 2011 相似文献
16.
Michele M. Nelson Elizabeth A. Davis 《International Journal of Science Education》2013,35(12):1931-1959
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
17.
This study assessed the influence of a reflective, explicit, activity‐based approach to nature of science (NOS) instruction undertaken in the context of an elementary science methods course on preservice teachers' views of some aspects of NOS. These aspects included the empirical, tentative, subjective (theory‐laden), imaginative and creative, and social and cultural NOS. Two additional aspects were the distinction between observation and inference, and the functions of and relationship between scientific theories and laws. Participants were 25 undergraduate and 25 graduate preservice elementary teachers enrolled in two sections of the investigated course. An open‐ended NOS questionnaire coupled with individual interviews was used to assess participants' NOS views before and at the conclusion of the course. The majority of participants held naive views of the target NOS aspects at the beginning of the study. During the first week of class, participants were engaged in specially designed activities that were coupled with explicit NOS instruction. Throughout the remainder of the course, participants were provided with structured opportunities to reflect on their views of the target NOS aspects. Postinstruction assessments indicated that participants made substantial gains in their views of some of the target NOS aspects. Less substantial gains were evident in the case of the subjective, and social and cultural NOS. The results of the present study support the effectiveness of explicit, reflective NOS instruction. Such instruction, nonetheless, might be rendered more effective when integrated within a conceptual change approach. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 295–317, 2000. 相似文献
18.
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
19.
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
20.
R. B. Toma I. M. Greca M. L. Orozco Gómez 《Research in Science & Technological Education》2013,31(4):492-515
Background: There is a growing interest in investigating attitudes towards science and views of Nature of Science among elementary grade students in terms of gender, cultural backgrounds, and grade level variables.Purpose: The purpose of this study is to examine the attitudes toward science and views of Nature of Science among Spanish students, Spanish students of gypsy ethnicity and second-generation Spanish students with east-European heritage, and to determine if their attitudes are related to their views of Nature of Science.Sample: Data for this study was gathered from seven elementary schools in Spain, forming a convenience sample of 149 students enrolled from 2nd to 5th grade.Design and Methods: The Nature of Science Instrument (NOSI) and an adaptation of the Test of Science Related Attitudes scale (TOSRA) were used. Follow-up structured interviews were performed with 15 participants.Results: Regarding gender, boys had better attitudes toward Science than girls but more naïve views of the empirical Nature of Science. In relation to cultural background, second generation Spanish students with east-European heritage reported significantly better attitudes toward Science than Spanish students and Spanish students of gypsy ethnicity. No differences in Nature of Science views were found. Concerning grade level, third graders had more positive attitudes toward Science than fifth and sixth graders and more informed views of the tentative Nature of Science. Finally, no relation between Nature of Science views and attitudes towards Science were identified.Conclusion: This study stress the need to address the steady decline in positive attitude toward Science and to improve students’ views of Nature of Science from early elementary grades, and to use gender and culturally inclusive science teaching strategies. 相似文献