Search results for: Morrison Judith A.
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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 was an exploration of the conceptions of inquiry science held by exemplary elementary teachers. The study explored the ideas, understandings, and the recommendations for teaching inquiry science of exemplary elementary teachers and the ways that they use inquiry science in their classrooms. The findings reveal that the six exemplary teachers held ideas about inquiry as ‘‘finding things out’’ and all described themselves as having been children who explored and experimented with the world around them. The teachers in this group all recommended that when encouraging other teachers to implement inquiry, they need to first recognize its importance, and certainly this will take involving teachers in authentic inquiry experiences as learners so that they will be able to begin to view themselves, as these focus group teachers did, as problem-solvers and experimenters.
Updated: May. 25, 2014
This article examined how prescience teachers grew in their understanding of science methods and inquiry. Elementary science teachers were studied the written reflections, notebooks writing, and research field notes. Strengths and weaknesses were studied.
Updated: Oct. 23, 2008
Using Scientists and Real-World Scenarios in Professional Development for Middle School Science Teachers
Research scientists guided middle school science teachers through a problem solving experience. Data on the impact of the experience on the teachers was collected through interviews, surveys and classroom observation. Findings show that the experience was positive, but teachers were concerned about their lack of understanding of the scientists' vocabulary.
Updated: Jan. 28, 2008