Search results for: Harlow Danielle B.
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Prospective Elementary Teachers’ Analysis of Children’s Science Talk in an Undergraduate Physics Course
This study examined how prospective teachers used physics content knowledge when analyzing the talk of elementary children during special activities in an undergraduate physics content course designed for prospective teachers. The findings reveal that prospective elementary teachers in an undergraduate physics course (1) reflected on their own learning and (2) identified and restated the science ideas in the talk of children in using scientific discourse while analyzing videos of elementary school children talking about science.
Updated: Aug. 31, 2016
The Excitement and Wonder of Teaching Science: What Pre-service Teachers Learn from Facilitating Family Science Night Centers
The author describes how pre-service teachers facilitated stations at a family science night as a context to learn to identify, assess, and use children’s science ideas. The pre-service teachers in this study experienced success at teaching science and developed understandings about children’s science ideas.
Updated: Apr. 22, 2013