Search results for: McGinnis J. Randy
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The Influence of Informal Science Education Experiences on the Development of Two Beginning Teachers’ Science Classroom Teaching Identity
In this article, the authors investigated how the informal science education (ISE) innovations in the elementary teacher education program affected the participants as they began their professional lives as classroom teachers of science. The authors found that the two participants referenced as important the ISE experiences in their development of classroom science identities that included resilience, excitement and engagement in science teaching and learning–qualities that are emphasized in ISE contexts. Specifically, the affective benefits derived from the infusion of ISE contributed to developing how they came to see and enact reform-oriented science teaching practices.
Updated: Mar. 16, 2016
A Study of Teacher Candidates’ Experiences Investigating Global Climate Change Within an Elementary Science Methods Course
In this article, the authors investigated the inclusion of a curricular module on global climate change in an Elementary Science Methods course. Findings suggest potential positive impacts on teacher candidates’ content understanding related to global climate change, confidence to teach, and awareness of resources to support their future science instruction.
Updated: Jan. 28, 2013