Search results for: Science instruction
Page 2/9 88 items
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
This study examines changes in preservice elementary teachers’ concern and perceptions about climate change after participation in an intervention situated in an elementary science methods course. Framing was used as a guiding principle for the curriculum development. The findings indicate that the framing approach was successful in promoting more scientific perceptions about climate change. Finally, this study provides preliminary support for the value of providing a careful framing of the topic of climate change within the context of the science methods course.
Updated: Mar. 20, 2016
This study had two objectives: (1) to analyse the relationship between prospective primary teachers’ recall of emotions in school science classes as pupils themselves and their expectations of emotion as future teachers and (2) to analyse the relationship between their self-efficacy and the emotions that they expect to experience as future science teachers, differentiating between the content of the ‘nature sciences’ and that of the ‘hard sciences’. The results show that prospective primary teachers have completely different emotions about their future teaching according to whether the content is related to the nature sciences or the hard sciences. Positive emotions predominate for the nature sciences, while for the hard sciences the predominant emotions are all negative.
Updated: Mar. 01, 2016
Improving Chilean In-service Elementary Teachers’ Understanding of Nature of Science Using Self-contained NOS and Content-Embedded Mini-Courses
This study investigated how elementary teachers’ understanding of nature of science (NOS) was impacted through a 1-year professional development program in Chile that included NOS instruction as a theme throughout two types of mini-courses in the program. Elementary teachers’ understanding of the creative, inferential, and tentative aspect of NOS showed improvement.
Updated: Feb. 29, 2016
Preservice Teachers’ Capacity to Teach Self-regulated Learning: Integrating Learning from Problems and Learning from Successes
This study aimed to explore the value of systematic learning from successes (LFS) during the practicum phase in teacher preparatory programs, beyond the more traditional approach based on learning from problems (LFP). Specifically, the authors were interested to examine how preservice physics teachers may capitalize on LFS or LFP or both to actually teach students self-regulated learning (SRL). The authors conclude that results indicated that preservice teachers who contemplated both problematic and successful experiences improved more in their actual teaching of SRL strategies and in their actual arrangement of SRL environments, compared to preservice teachers who contemplated only problematic experiences.
Updated: Feb. 01, 2016
This study focuses on the specific expertise that science teacher educators (TEs) bring into teacher education. The authors were interested to gain insight into teacher educators' aims for teaching about science teaching, and how their expertise has developed on the basis of their professional background and experiences. The findings reveal similarities among the concerns of these TEs and yet considerable diversity among their approaches.
Updated: Dec. 29, 2015
The present study focuses on the improvement of pre-service teachers’ self-efficacy for teaching science by including science courses within the teacher training program. The authors conclude that the science teaching self-efficacy of pre-service teachers, in particular, improved during years 1 and 2, and not during years 3 and 4. Higher levels of self-rated subject-matter knowledge and science teaching experience in primary schools both contributed to higher levels of personal self-efficacy for science teaching. Differences at the university level in courses taken during the first year between science content courses and science methods courses also influenced the pre-service teachers’ development of science teaching self-efficacy.
Updated: Dec. 07, 2015
The purpose of this study was to develop an understanding of the process that preservice teachers use to select activities for a week-long summer science camp for upper elementary students, their rationale for choosing them, and their perception of implementation. The findings revealed that counselors developed lessons for the students based on their own goal orientation, which was to avoid science content because it was boring. Additionally, the counselors began to depend upon variable manipulation activities, where the camper used trial and error to solve a problem to avoid the possibility of students asking questions they couldn’t answer. The results of this study highlight the critical role teacher preparation programs play in developing content specific pedagogy and student outcomes from the learning environment.
Updated: Jul. 01, 2015
Using Visual Literacy to Teach Science Academic Language: Experiences from Three Preservice Teachers
This study was based on an action research project that took place during a science methods course and field experience of three preservice teachers. The focus of this study was to capture preservice teachers’ experiences using visual literacy strategies to teach science academic language to ELLs. Data revealed that preservice teachers recognized the significance and benefits of utilizing visual literacy as a method to teaching science academic language to ELLs. Results indicated that students employed self-discovery of academic language, knowledge of academic language, and the contextual use of academic language. Furthermore, each preservice teacher agreed that the visual literacy strategy was an effective approach to teaching science academic language to ELLs.
Updated: May. 05, 2015
Preparing Special Education Teachers for Teaching Mathematics and Science with Technology by Integrating the TPACK Framework into the Curriculum: A Study of Teachers’ TPACK Development through Assessment of Lesson Plans
The current study focuses on the development of Technological Pedagogical And Content Knowledge (TPACK) in mathematics and science of pre-service special education teachers for teaching mathematics and science via one course. The findings revealed that upon completion of the course requirements, the participants’ TPACK scores for the lesson plans increased significantly reaching, on average, the second out of five levels of TPACK.
Updated: Apr. 15, 2015