Search results for: Maerten-Rivera Jaime
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A Mile Wide or an Inch Deep? Improving Elementary Preservice Teachers’ Science Content Knowledge Within the Context of a Science Methods Course
This study examined preservice elementary teachers’ development of science content knowledge (SCK) within the context of an elementary science methods course. The findings reveal that the participating preservice elementary teachers strengthened and deepened their science content knowledge upon completing the course. This study suggests that any preexisting science content knowledge must be solidified and deepened and that potential misconceptions must be addressed.
Updated: May. 10, 2016
This descriptive study examined urban elementary school teachers’ perceptions of their science content knowledge, science teaching practices, and support for language development of English language learners. The study also examined teachers’ perceptions of organizational supports and barriers associated with teaching science to nonmainstream students. 221 third- through fifth-grade teachers from 15 urban elementary schools in a large school district participated in this study.
Updated: Jul. 08, 2009