Search results for: Hanuscin Deborah L.
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Developing Practical Knowledge of the Next Generation Science Standards in Elementary Science Teacher Education
This study investigates the development of prospective elementary teachers’ practical knowledge of the Next Generation Science Standards (NGSSs) in the context of a science methods course and innovative field experience. The authors present three issues related to how prospective teachers viewed and utilized the standards: (a) prospective teachers perceived the standards as providing guidance for planning; (b) the participants can build practical knowledge for using the NGSS as a tool to self-assess the effectiveness of their instruction in relation to their students’ progress toward meeting the standards; and (c) the participants developed the belief that the standards were achievable for both themselves and their students.
Updated: Apr. 08, 2018
Preservice Elementary Science Teachers’ Connections among Aspects of NOS: Toward a Consistent, Overarching Framework
This research examined the connections elementary preservice science teachers made among various aspects of nature of science (NOS). Data analysis focused on preservice teachers’ ability to connect their understandings of the various aspects of NOS to one another. 43 of preservice teachers made connections among NOS aspects and generally, these connections were emphasized at the end of the semester following the intervention.
Updated: Dec. 27, 2015
Preparing the Next Generation of Science Teacher Educators: A Model for Developing PCK for Teaching Science Teachers
In this paper, the authors argue that, in addition to developing skills and a knowledge base for research, doctoral students must be given the opportunity to observe, practice, and reflect on the pedagogical knowledge necessary to instruct science teachers. In particular, the authors contend that the construct of pedagogical content knowledge (PCK) can be adapted to the context of knowledge for teaching science teachers.
Updated: Apr. 06, 2009
The goal of this study was to examine the experiences of preservice elementary teachers in a content-specific field-based experience with elementary science specialists.The results showed that preservice teachers experienced a wide range of instructional and assessment strategies in specialists’ classrooms. However, the teachers failed to generalize aspects of the specialist model of science instruction to traditional models for delivery of science instruction at the elementary level.
Updated: Feb. 11, 2009