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1.
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
2.
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
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.
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
5.
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
6.
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
7.
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
8.
Cory T. Forbes 《Journal of Science Teacher Education》2013,24(1):179-197
In this nested mixed methods study I investigate factors influencing preservice elementary teachers’ adaptation of science curriculum materials to better support students’ engagement in science as inquiry. Analyses focus on two ‘reflective teaching assignments’ completed by 46 preservice elementary teachers in an undergraduate elementary science methods course in which they were asked to adapt existing science curriculum materials to plan and enact inquiry-based science lessons in elementary classrooms. Data analysis involved regression modeling of artifacts associated with these lessons, as well as in-depth, semester-long case studies of six of these preservice teachers. Results suggest that features of the existing science curriculum materials, including measures of how inquiry-based they were, have a relatively small influence on the preservice teachers’ curricular adaptations, while teacher-specific variables account for a much greater percentage of the variance. Evidence from the case studies illustrates the critical impact of the preservice teachers’ field placement contexts as an explanatory, teacher-specific factor in their curricular adaptations. These findings have important implications for science teacher educators and science curriculum developers, in terms of not only better understanding how preservice teachers engage with curriculum materials, but also how programmatic features of teacher education programs influence their ability to do so. 相似文献
9.
10.
Shu-Fen Lin Wen-Hua Chang Yeong-Jing Cheng 《International Journal of Science and Mathematics Education》2011,9(6):1367-1389
The processes of curricula, textbooks and student resources development have been broadly surveyed and studied while teachers’
guides have received comparatively little consideration throughout recent reforms in science education. Ideal curriculum materials
align instruction with the goals of reform. Well-designed teachers’ guides contribute to communicating and supporting reform-based
teaching. The purpose of this study was to investigate the functions and assistance that guides provide science teachers.
A questionnaire was developed and administered to science teachers from a stratified sample of elementary and junior high
schools in Taiwan. The findings indicated that the guides were of greater benefit to elementary school science teachers than
they were to junior high teachers. These groups of teachers perceived the guides’ usefulness differently, but they believed
that a clear, concise presentation of the purpose, reminders, answer keys, concept maps of the main topics and learning progression
provided the most helpful and preferred layout. Teachers felt that the function of a teachers’ guide is to provide teaching
resources rather than to guide teacher thinking. This study discusses design suggestions that can engage teacher thinking. 相似文献
11.
Elementary Teachers’ Teaching for Conceptual Understanding: Learning From Action Research 总被引：1，自引：0，他引：1
This study reports teachers’ learning through action research on students’ conceptual understanding. The study examined (a)
the teachers’ views about science teaching and learning, (b) the teachers’ learning about their teaching practices and (c)
the conditions that supported the teachers’ learning through action research. A total of 14 elementary in-service teachers’
course discussion, self-video reflection, action research reports, and learning reflection were analyzed. Findings revealed
that (a) the teachers in this study commonly espoused the importance of probing and utilizing students’ preconceptions in
science teaching, but they demonstrated various levels of epistemological understanding of student learning and teaching,
(b) the teachers experienced the action research as a means to evaluate science teaching methods and changing their teaching
practices, and (c) the teachers identified sharing goals, problems, and solutions as an essential supporting condition for
their learning through action research. Implications for professional development and further research are discussed. 相似文献
12.
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
13.
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
14.
Ozgul Yilmaz-Tuzun 《Journal of Science Teacher Education》2008,19(2):183-204
In this study, a Beliefs About Teaching (BAT) scale was created to examine preservice elementary science teachers’ self-reported
comfort level with both traditional and reform-based teaching methods, assessment techniques, classroom management techniques,
and science content. Participants included 166 preservice teachers from three different US universities. Analyses revealed
significant correlations among participants’ confidence level with assessment techniques, classroom management, teaching methods,
and science content and number of science methods and science content courses taken. A significant difference was observed
among the students enrolled at each university. Overall, study participants felt more comfortable teaching biology concepts
than teaching chemistry concepts, physics concepts, or both. 相似文献
15.
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
16.
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
17.
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
18.
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
19.
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
20.
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