Search results for: Weiland Ingrid S.
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Toward Understanding the Nature of a Partnership Between an Elementary Classroom Teacher and an Informal Science Educator
The purpose of this study was to examine the partnership and roles of an informal educator and a classroom teacher. The authors also sought to define this relationship in order to gain insight into the roles of each educator. In addition, this study explored student outcomes as a result of the partnership. Findings suggest that a partnership of only moderate commitment may be needed for students to learn from programs and that during the programs each educator hold distinct roles. Furthermore, the roles played by the classroom teacher included classroom management, making connections to classroom activities and curricula, and clarifying concepts. Consistent with previous examinations in science education of educator roles, the informal educator’s role was to provide the students with expertise and resources not readily available to them.
Updated: Mar. 22, 2016
The Integration of Environmental Education into Two Elementary Preservice Science Methods Courses: A Content-Based and a Method-Based Approach
In this study, the authors were interested to examine the notion of environmental education (EE) as context for integrating the elementary curricula. They examined preservice teachers’ understandings of EE, their ideas to incorporate EE into their future teaching, and their conceptions of EE as a context for integration. The results support the incorporation of EE activities and instruction in science methods courses to enhance instruction in science content and teaching methods. The authors also suggest an explicit focus in the methods course on science and engineering content, inquiry, and cross-cutting concepts as they relate to EE. Results from this study suggest that elementary science methods instructors can include some of this content and method in elementary science method courses.
Updated: Mar. 20, 2016