Search results for: Science education
Page 7/8 74 items
Science Curriculum and Teacher Education: The Role of Presuppositions, Contradictions, Controversies and Speculations vs Kuhn's ‘Normal Science’
The article describes Kuhn’s (1970) claim that textbooks are good 'pedagogical vehicles' for the perpetuation of ‘normal science’. However, Collins (2000) has found out a fundamental contradiction with respect to what science could achieve (create new knowledge) and how we teach science (authoritarian). The author claims that despite the reform efforts, students still have naïve views about the nature of science. The author suggests that the teacher by 'unfolding' the different episodes can emphasize and illustrate how science actually works, and this will show to the students that they need to go beyond ‘normal science’ as presented in their textbooks.
Updated: Aug. 22, 2010
Fostering Online Social Construction of Science Knowledge with Primary Pre-service Teachers Working in Virtual Teams
The purpose of this study is to examine an online pedagogical activity that fosters the social construction of science knowledge by primary pre-service teachers working in small virtual teams. The study examined how the pre-service teachers collaborated online in virtual teams to complete set tasks. The study also examined their attitudes toward and beliefs about the effectiveness of the online learning experience, and the types and quality of the resources developed. The findings indicated positive attitudes toward the collaborative learning even though beliefs about online learning were mixed.
Updated: Jan. 31, 2010
The goal of this study is to investigate the nature of student-teachers' learning practices in primary school chemistry classroom contexts. The theoretical approach of this study is based on the sociocultural view of learning and development. Forty university students participated in the study at the at the Department of Educational Sciences and Teacher Education, Oulu University, Finland. This qualitative case study follows a three-step research design: pre-narrative, intervention and post-narrative, in order to highlight the practices involved in teacher learning and development.
Updated: Jan. 31, 2010
The Influence of Repeated Teaching and Reflection on Preservice Teachers’ Views of Inquiry and Nature of Science
This study describes the influence of a secondary science methods program on secondary science preservice teachers’ views and enactment of nature of science and inquiry-based instructional practices. The program included three cycles of practice teaching and reflection in which the preservice teachers focused on key pedagogical ideas in classroom settings with middle and high school students. Nine secondary preservice teachers participated in the study.
Updated: Jan. 12, 2010
In this article, the authors describe the requirements of standard 9 of the National Science Teachers Association Standards for Science Teacher Preparation. This standard is designed to ensure that science teacher preparation programs provide preservice science teachers with the knowledge and skills to understand and successfully engage students in a safe and ethical manner.
Updated: Jan. 12, 2010
In this article, the authors describe an innovative capstone course for preservice K-8 teachers integrating action research and a unifying theme in science. The goals of the capstone course are to increase student knowledge of the unifying theme, improve written communication skills, and introduce students to educational research. The analysis of action research reports demonstrates that students are able to connect their action research project results to previous research.
Updated: Dec. 24, 2009
In this study, five elementary teachers and a university researcher developed and implemented problem-based learning (PBL) experiences in the context of science teaching and learning. A variety of qualitative methods were used to examine the engagement and development of teachers' pedagogical content knowledge (PCK).Implications for how teachers may be supported when adopting instructional innovations are discussed.
Updated: Nov. 16, 2009
Preparing Teachers to Make the Formative Assessment Process Integral to Science Teaching and Learning
Formative assessment provides a means to successfully scaffold learning. Unfortunately, few teachers understand the pedagogical implications of such scaffolding or their role in utilizing formative assessments. The purpose of this study was to develop an understanding of the experience of being a teacher that is seeking to improve learning through formative assessment and using that understanding to improve our practices in teacher education.
Updated: Nov. 03, 2009
From Lesson Plan to New Comprehension: Exploring Student Teachers' Pedagogical Reasoning in Learning about Teaching
The research reported in this paper is based on an exploration of the ways in which student teachers learn about the issues and concerns that shape their own professional learning. 22 Primary science student teacher participants were stimulated to reflect upon critical incidents in order to facilitate identifying their teaching concerns and teaching needs. The results indicate that by helping student teachers to focus on critical incidents in their learning to teach, they come to question their practice more deeply .
Updated: Oct. 01, 2009
This study presents a model of Transformative Professional Development (TPD) for use in sustained, collaborative, professional development of teachers in urban middle school science. In this study, TPD was used to meet the needs of individual teachers and the collective needs of schools in reform efforts. The article focuses in the experiences of 8 teachers engaged in this process of professional growth, including their changes in practices and beliefs.
Updated: Jun. 15, 2009