Search results for: Science teachers
Page 6/13 125 items
Opportunities for Teacher Learning During Enactment of Inquiry Science Curriculum Materials: Exploring the Potential for Teacher Educative Materials
The work of this study examines the process of interacting with materials and students while thinking about teaching in order to guide curriculum material designers’ thinking about when and how materials might be helpful for teachers. The study followed a seventh-grade science teacher, who enacted five inquiry-based science units with all 5 of her seventh-grade science classes over a 2-year period. The findings describe the teacher’s interactions with materials written to support teachers learning to teach inquiry science. Findings indicate that this teacher’s ideas developed as she interacted with materials and her students. Information about student ideas, task and idea-specific support, and model teacher language was most helpful.
Updated: Apr. 30, 2014
The authors propose that educative assessment materials that highlight students’ science writing can provide a framework to help teachers evaluate the growth of their students’ science understanding. The authors identified three educative features of this assessment that seemed both valuable to teachers and worthy of further study. The authors noted two main ways that teachers began to make instructional decisions based on considering their students’ responses on the educative assessments. The authors' experiences developing and implementing these two aspects of the LISELL project have implications for theory, research, and practice in how to support teachers’ and students’ engagement with language-rich science inquiry.
Updated: Apr. 08, 2014
In this work, the authors are interested in supporting beginning teachers in identifying and productively drawing on the everyday knowledge and experiences that children bring to science learning. They focus on preservice teachers’ emerging understandings of the nature and utility of learner’s funds of knowledge. The authors argue that when preservice teachers define the utility of funds of knowledge, they do so in reference to managing classroom interactions and supporting student learning. The authors consider preservice teachers’ description of the utility of funds of knowledge as a hook to be productive and reasonable but insufficient.
Updated: Mar. 12, 2014
This study examined preservice secondary science teachers’ perceptions of the classroom learning environment as experienced during their practicum. The study also compared this classroom learning environment to their espoused views of an ideal science classroom. The qualitative findings are corroborated by some of the results from the CLES scales, suggesting that preservice teachers perceived their practicum classrooms to incorporate only a few of the constructivist learning environment factors. Furthermore, most preservice teachers also believed that their practicum should be a flexible apprenticeship, where science teaching innovation was supported.
Updated: Oct. 22, 2013
In this qualitative study, the authors the personal metaphors expressed by prospective secondary education teachers. The metaphors are classified into the four categories of Leavy, McSorley, and Boté: the behaviourist/transmissive, the cognitivist/constructivist, the situative, and the self-referential. The results showed most metaphors to fall into the behaviourist/transmissive category, followed by the cognitivist/constructivist, self-referential, and situative categories, although some teachers expressed metaphors framed in more than one category.
Updated: Aug. 21, 2013
This study aimed to implement a novel learning tool on cell phones, Augmented Reality Games, and determine how the interaction influenced preservice teachers’ content knowledge and self-efficacy of cell phone use in schools. Results show a significant gain both elementary and secondary preservice teachers in content knowledge and self-efficacy of cell phone use in schools.
Updated: Jul. 22, 2013
The Efficacy of Educative Curriculum Materials to Support Geospatial Science Pedagogical Content Knowledge
The authors examined teachers’ perceived impact of the curriculum materials to support their pedagogical content knowledge related to teaching science with geospatial technologies. Results indicated that the educative curriculum materials supported science teachers’ professional growth related to their geospatial science pedagogical content knowledge during the curriculum enactment.
Updated: Jun. 26, 2013
Modeling the Interrelationships among Pre-service Science Teachers’ Understanding and Acceptance of Evolution, Their Views on Nature of Science and Self-Efficacy Beliefs regarding Teaching Evolution
The authors proposed a path model of relationships among understanding and acceptance of evolution, views on nature of science, and self-efficacy beliefs regarding teaching evolution. The findings reveal that the higher level of understanding of evolution was related to the higher level of acceptance of evolution. Besides, higher levels of both understanding and acceptance of the theory and naïve views on NOS were found to be associated with stronger self-efficacy beliefs for teaching evolution effectively.
Updated: May. 29, 2013
The Effects of Community-Based Service Learning on Preservice Teachers’ Beliefs About the Characteristics of Effective Science Teachers of Diverse Students
This study aimed to investigate the effects of community-based service learning (CBSL) on preservice elementary teachers’ beliefs of the characteristics of effective science teachers of diverse students. Findings suggest that preservice teachers who participated in CBSL developed beliefs about the characteristics of effective science teachers that are complimentary to the descriptions of effective teachers of diverse students provided in the literature.
Updated: Apr. 24, 2013
This case study examined the experiences of a group of high school science teachers participating in a unique professional development method involving an argue-to-learn intervention. Findings indicate that participant groups were more likely to use the Web to find unique evidence than to they were to use the provided materials.
Updated: Apr. 23, 2013