Search results for: Science instruction
Page 6/9 89 items
In this article, the author examines a preservice teacher’s use of the Inquiry-Application Instructional Model (I-AIM) to plan and enact an instructional sequence about photosynthesis. The author concludes that Leslie’s case illustrates some of the mediators that may shape preservice teachers’ uses of an instructional model, including their approach to teaching science, the curriculum materials they have available, and the meanings they make of the key constructs underlying the model.
Updated: Sep. 10, 2012
Exploratory Learning with Geodromo: Design of Emotional and Cognitive Factors Within an Educational Cross-Media Experience
This article presents Geodromo, which was designed to be an innovative prototype of an educational multimedia infrastructure. The main goal was to provide young students and general public with knowledge of important concepts in several domains—including geology, climate, biology, and archeology—related to the specific context of the Natural Park of Aire and Candeeiros Mountain Range located in the center of Portugal.
Updated: Aug. 08, 2012
This paper uses knowledge integration framework to analyze studies on professional development in technology-enhanced science. The question of how professional development enhances teachers’ support for students’ inquiry science learning is the focus of the work. Findings suggest that professional development programs that engaged teachers in a comprehensive, constructivist-oriented learning process and were sustained beyond 1 year significantly improved students’ inquiry learning experiences in K–12 science classrooms.
Updated: Apr. 24, 2012
Preservice Elementary Teachers’ Development of Self-Efficacy and Confidence to Teach Science: A Case Study
The current study examines the self-efficacy of one preservice elementary school teacher during and after her participation in an elementary preservice science methods course. The results of these experiences are studied to determine what changes have taken place in the participants’ self-efficacy in science teaching as well as the one preservice teacher in greater detail.
Updated: Apr. 22, 2012
Teachers’ learning goals and their knowledge of students play important roles in influencing exactly how a teacher adapts curriculum materials. The authors asked two elementary teachers to write narratives about their use of and changes to particular reform-oriented science lesson plans. The authors conclude that teachers need support in considering and making productive changes to curriculum materials. This may be particularly true for elementary teachers of science.
Updated: Mar. 01, 2012
Making Sure What You See is What You Get: Digital Video Technology and the Preparation of Teachers of Elementary Science
The purpose of this paper is to identify the challenges and discuss the opportunities of incorporating digital video technology into the research on preservice science teacher education. The authors conclude that the incorporation of digital video technology and coding software packages into research focused on improving the quality of science teacher education provides a number of methodological advantages for researchers and numerous benefits for preservice education faculty and students. However, the use of digital video research methods can pose serious threats to the validity of any investigation. The article also discusses future directions for DVT applications.
Updated: Jan. 16, 2012
Assessing Student Workload in Problem Based Learning: Relationships among Teaching Method, Student Workload and Achievement. A Case Study in Natural Sciences
The current study explores student workload after a change in teaching style from lecture to Problem Based Learning and Cooperative Learning. The proposed method approach the time student spend working, identifying over/underloadings. The study also examines relationship of this method with student outcomes.
Updated: Dec. 27, 2011
Reflective Practice in an Online Literacy Course: Lessons Learned from Attempts to Fuse Reading and Science Instruction
The researchers were interested in a prospective science teacher’s reflections on the feedback she received from the course instructors. Furthermore, the researchers were interested to examine how her struggle to make sense of an online content literacy course caused the researchers to reflect on several contradictory discourses in the online course that needed addressing before offering it in subsequent semesters. Implications derived from the study’s findings for literacy educators point to the value of collaborating with colleagues in schools of teacher education who have expertise in teaching their specific discipline’s content.
Updated: Oct. 10, 2011
Constructing Videocases to Help Novices Learn to Facilitate Discussions in Science and English: How Does Subject Matter Matter?
In this study, the authors explored preservice teacher’s beliefs about conducting discussions and the potential of videocase construction for supporting teacher learning by investigating the following question: ‘To what extent and how does making a videocase help preservice teachers investigate their facilitation of a subject‐specific discussion?’ This study revealed that all five interns gained insights about how they lead discussions by constructing and discussing their videocase. The study also suggests several areas that require further attention in preparing preservice teachers to lead discussions in subject matter contexts.
Updated: Aug. 23, 2011
Knowledge Growth in Teaching Mathematics/Science with Spreadsheets: Moving PCK to TPACK through Online Professional Development
This study explored the impact of an online course on teacher participants’ developing knowledge for integrating dynamic spreadsheets in teaching at the elementary and middle school levels. The authors asked what is the impact of this online course about integrating dynamic spreadsheets as learning tools in science and mathematics on the teachers’ TPACK? As this study demonstrated, online programs have potential for providing opportunities and access for teachers to expand their knowledge for teaching their content with multiple technologies and thus extend teachers’ PCK to TPACK
Updated: Aug. 23, 2011