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1.
Christine Howitt 《Research in Science Education》2007,37(1):41-58
Lack of confidence towards science is a major factor in the avoidance of teaching science at elementary school. This paper
reports the results of a survey that asked 28 pre-service elementary teachers what they believed contributed to their confidence
towards science and the teaching of science during a second year science unit where an holistic teaching/learning approach
was taken. The holistic nature of the unit was based on a model that considered six major factors to be important influences
on the confidence of the pre-service teacher. Using median values, and ranking from the most to least important factor influencing
their confidence, the pre-service teachers identified practicum, teacher educator, pedagogical content knowledge, learning
environment, assessment and reflection. Factors within pedagogical content knowledge, ranked from most to least important,
were science pedagogy, science activities, children's views of science, science content knowledge and investigating scientifically.
The wide variability in responses highlighted that no single factor was perceived to be a major contributor to the pre-service
teachers' confidence, but rather a balanced mix was necessary. Implications for pre-service elementary science education units
are discussed. 相似文献
2.
Dr David F. Treagust 《Research in Science Education》1993,23(1):293-301
An important contribution to effective teaching and learning can be made by teachers' understanding of the central topics
in each subject area and knowing how to transform their content knowledge into knowledge for teaching. One aspect of this
knowledge is the use of analogies which can effectively communicate concepts to students of particular backgrounds and prerequisite
knowledge. Indeed, analogies are considered to be an important component in the repertoire of effective teachers. However,
research about teachers' use of analogies in science lessons provides little guidance about the optimum approaches that may
be taken by preservice teachers, novice teachers, experienced teachers or reluctant analogy users. This paper describes the
evolution of an approach for using analogies in science teaching that addresses both findings from the research literature
and recognises the needs of practising teachers.
Specializations: learning and teaching science concepts, technology education. 相似文献
3.
This paper describes a module provided to first year elementary participants in a two-year after-degree Bachelor of Education
program. The module was specifically designed to address the fact that pre-service teachers can enter the B.Ed. degree with
little or no science knowledge. Science experiences were explicitly incorporated into the B.Ed. module described here linking
science content knowledge to specific science pedagogic content knowledge. The pre-service teachers were surveyed and interviewed
during and after completion of the module. It was found that the inquiry based approach increased the pre-service teachers'
level of science knowledge, their confidence with regard to teaching elementary science, and improved their attitude toward
science teaching and learning. 相似文献
4.
Valarie L. Akerson 《Research in Science Education》2005,35(2-3):245-268
The purpose of this study was to describe how three primary teachers attempted to overcome incomplete content knowledge when
teaching an astronomy unit. Daily observations of science activities were videotaped and transcribed from each classroom to
determine the influences on the changes in teacher and student ideas of astronomy. Teachers' ideas were triggered toward the
more scientific by classroom interactions. Influences on the experienced teachers' ideas were questions raised by the students,
or conceptions students held of the content. Experienced teachers planned to elicit and address student ideas, and so were
triggered to improve their understanding of the astronomy. 相似文献
5.
6.
The purpose of this study was to examine the relationships among science content knowledge, understanding the Learning Cycle,
and self-efficacy among preservice teachers. Preservice teachers enrolled in an elementary science-methods course were categorized
as Fearful, Disinterested, Successful, or Enthusiastic science learners based on differing background characteristics in the
variables of science interest, performance in science courses methods courses. Analysis revealed that the four categories
increased differentially in their science content knowledge, understanding of the Learning Cycle, science teaching self-efficacy,
and confidence to learn science. Fearful science learners demonstrated less increases in science content knowledge and understanding
of the Learning Cycle than the other three categories. Disinterested science learners demonstrated fewer gains in science
content knowledge than Enthusiastic science learners. Fearful science learners were less confident to learn science than other
categories.
Electronic supplementary material The online version of this article (doi:) contains supplementary material that is available to authorized users.
An erratum to this article can be found at 相似文献
7.
This paper explores new elementary teachers' instructional representations and how these are related to their science subject
matter knowledge. One pair of prospective elementary teachers studied here exhibited a well-integrated, principled, and scientifically
accurate understanding of the science they were teaching. The other pair exhibited less scientifically accurate and integrated
knowledge. The pair with stronger subject matter knowledge developed instructional representations that were more scientifically
and pedagogically appropriate. A perspective on one aspect of pedagogical content knowledge—knowledge of instructional representations—is
presented. Real-world applications are hypothesized to play a crucial mediating role for elementary teachers. The paper concludes
with a discussion of implications for elementary science teacher educators and researchers, including the importance of attending
to how prospective teachers apply science knowledge to real-world situations.
Parts of this work were presented at the 2000 AERA and NARST meetings. 相似文献
8.
Anne Christine Hume 《Research in Science Education》2012,42(3):551-565
The challenge of preparing novice primary teachers for teaching in an educational environment, where science education has
low status and many teachers have limited science content knowledge and lack the confidence to teach science, is great. This
paper reports on an innovation involving a sustained simulation in an undergraduate science education course as a mediational
tool to connect two communities of practice—initial teacher education and expert primary science teaching. The course lecturer
and student teachers role-played the expert classroom teacher and primary students (Years 7/8) respectively in an attempt
to gain insights into teaching and learning through authentic activity that models good practice in primary science teaching
and learning. Activity theory was used to help frame and analyse the data. Findings from the first trial indicate that the
simulation was very effective in initiating science pedagogical content knowledge (PCK) development of primary student teachers. 相似文献
9.
Anthropomorphism and Animism in Early Years Science: Why Teachers Use Them,how They Conceptualise Them and What Are Their Views on Their Use 总被引：1，自引：0，他引：1
There is considerable evidence that use of anthropomorphism and animism in science teaching is a common practice in all grades of education. However, not much is known about teachers' own views on the real reasons why they have been using animistic and anthropomorphic formulations or on the issue of whether animism and anthropomorphism should or should not be used in science. The present work, which was carried out in Greece, investigates early years teachers' views on the use of animism and anthropomorphism and on the reasons behind their use of these formulations. The study was designed as a small-scale exploration study. Research data were obtained from recorded group interviews and from written tasks. Results indicate that early years teachers seem to adopt the view that animism and anthropomorphism in early years science can cause cognitive problems in young children, and also that these teachers believe that in special cases use of animism and anthropomorphism can cause emotional problems as well. Results also reveal that, despite their reservations, teachers use animism and anthropomorphism both consciously and unconsciously and that they attribute their conscious use of these formulations to their low levels of content and pedagogical content knowledge in science. 相似文献
10.
11.
According to the national survey of science education, science educators in the USA currently face many challenges such as lack of qualified secondary Earth and Space Science (ESS) teachers. Less qualified teachers may have difficulty teaching ESS because of a lack of conceptual understanding, which leads to diminished confidence in content knowledge. More importantly, teachers’ limited conceptual understanding of the core ideas automatically leads to a lack of pedagogical content knowledge. This mixed methods study aims to explore the ways in which current secondary schooling, especially the small numbers of highly qualified ESS teachers in the USA, might influence students’ learning of the discipline. To gain a better understanding of the current conditions of ESS education in secondary schools, in the first phase, we qualitatively examined a sample middle and high school ESS textbook to explore how the big ideas of ESS, particularly geological time, are represented. In the second phase, we quantitatively analyzed the participating college students’ conceptual understanding of geological time by comparing those who had said they had had secondary school ESS learning experience with those who did not. Additionally, college students’ perceptions on learning and teaching ESS are discussed. Findings from both the qualitative and quantitative phases indicate participating students’ ESS learning experience in their secondary schools seemed to have limited or little influence on their conceptual understandings of the discipline. We believe that these results reflect the current ESS education status, connected with the declining numbers of highly qualified ESS teachers in secondary schools. 相似文献
12.
This study employs narrative methods to give a holistic view of the experiences of five mature age preservice teachers in
a semester unit of science education. The unit was designed to help teachers examine and make explicit their ideas about science
and science teaching and consider ways in which they might put those ideas into practice. The pivotal theme, around which
the teachers' experiences could be organised, was found to be learning science. The preservice teachers expressed a need for
a supportive learning environment in which concepts were built gradually and introduced using concrete examples. Previous
science experience was found to be a major influence on the attitudes the participants brought to the present course. A lack
of previous experience or negative past experiences were a major cause of anxiety. Gender was also important as it had limited
the science experiences available to some participants in the past and continued to influence the way they participated in
classes during the semester.
Specializations: primary science, science teacher education, primary school field experience.
Specializations: formation of teachers' knowledge, leadership, teacher change, school reform. 相似文献
13.
Avi Hofstein Miriam Carmi Ruth Ben-Zvi 《International Journal of Science and Mathematics Education》2003,1(1):39-65
The implementation of new content and pedagogical standards in science education in Israel as well as in other countries necessitates intensive, life-long professional development of science teachers. Here we describe a model for the professional development of chemistry teacher-leaders. In the first part of the paper, we describe a model for the development and change of chemistry teacher-leaders. In the second part of the paper, we present the assessment of teachers' change. It is suggested, that in order to become a leader, the teacher has to undergo several interrelated phases of development and changes, namely personal, professional, and social. In order to attain these changes, a two-year program was designed in which teachers were given opportunities to develop their content knowledge, pedagogical content knowledge, and their leadership abilities and skills. The assessment of teachers' professional development clearly showed that engaging teachers in a long-term professional development program changed their beliefs (personal change) regarding their role as chemistry teachers in general and their confidence to become leaders in particular. In addition, we observed that the teachers changed in their professional abilities as well as in their social behavior. We also report on the involvement of the teacher-leaders in activities in which leadership skills were implemented in attempting to reform chemistry education in Israel. 相似文献
14.
Primary teachers, whether or not they have a specialized background in science, hold the key to understanding how science is presently working in primary schools. This paper examines their confidence and identity as science teachers in tandem with their views on the English National Curriculum and the warrants they give for those views. Data for this study were collected by in‐depth interviews of a small sample of primary teachers, setting their views in the context of their science‐related life histories. These are presented in three ways—by biographical sketches illuminating their self‐image as science teachers; by analysis of their views on the curriculum; and by analysis of the types of knowledge they used as warrants for their views. Analysis showed that their professional self‐image and their ‘science autobiographies’ were mutually validating. Where science teaching had become embedded into their perception of themselves as teachers, their critiques of the science curriculum and their desire for autonomy in its teaching could be shown to be consistent with their values © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 1043–1056, 2000 相似文献
15.
Karthigeyan Subramaniam 《Research in Science Education》2013,43(2):687-709
This study explores five minority preservice teachers’ conceptions of teaching science and identifies the sources of their strategies for helping students learn science. Perspectives from the literature on conceptions of teaching science and on the role constructs used to describe and distinguish minority preservice teachers from their mainstream White peers served as the framework to identify minority preservice teachers’ instructional ideas, meanings, and actions for teaching science. Data included drawings, narratives, observations and self-review reports of microteaching, and interviews. A thematic analysis of data revealed that the minority preservice teachers’ conceptions of teaching science were a specific set of beliefs-driven instructional ideas about how science content is linked to home experiences, students’ ideas, hands-on activities, about how science teaching must include group work and not be based solely on textbooks, and about how learning science involves the concept of all students can learn science, and acknowledging and respecting students’ ideas about science. Implications for teacher educators include the need to establish supportive environments within methods courses for minority preservice teachers to express their K-12 experiences and acknowledge and examine how these experiences shape their conceptions of teaching science, and to recognize that minority preservice teachers’ conceptions of teaching science reveal the multiple ways through which they see and envision science instruction. 相似文献
16.
成为理解型教师是新课程对教师的必然要求,也是教师专业发展的最终诉求。理解型教师的专业发展有着丰富的内容:在专业思想上,要求教师树立理解即人的存在方式、教学过程即理解过程的理念;在专业知识上,要更关注教师的实践性知识;在专业能力上,要发展教师的理解能力、沟通能力和反思能力。在理解型教师专业发展的四个阶段,教师要善于反思,树立终身学习的理念,开展行动研究,最终成为理解型教师。 相似文献
17.
George Wenner 《Journal of Science Education and Technology》1993,2(3):461-468
Aspects of science background knowledge and attitudes toward teaching science were examined among preservice elementary teachers. The results indicated a low level of science knowledge, a negative relationship between science knowledge and attitude toward teaching science, and a marked lack of confidence toward teaching science among the prospective teachers. Some interesting paradoxes were also found. Recommendations concerning preservice preparation, inclusion of academic science coursework, and collaborative efforts between college departments are offered. 相似文献
18.
M. Kathleen Heid Glendon W. Blume Rose Mary Zbiek Barbara S. Edwards 《Educational Studies in Mathematics》1998,37(3):223-249
Understanding students' understanding of mathematical ideas can inform mathematics teaching, and task-based interviews are
one way in which teachers can learn more about their students' understandings. The CIME project was designed to empower mathematics
teachers to use interviews to understand their students' mathematical understandings as well as to prepare teachers to use
technology-intensive curricula. This study examined the influences on three high school mathematics teachers as they learned
to use task-based interviews to understand students' mathematical understandings. The areas of teacher knowledge and conceptions
that influenced the teachers we studied were: teachers' mathematical understandings and knowledge of technology and the perceived
importance of curriculum topics; teachers' views of knowing mathematics; teachers' perceptions of students' characteristics
and needs; and teachers' perceptions of interviewing and the role of questioning in interviews.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献
19.
Jaime L. Sabel Cory T. Forbes Leslie Flynn 《International Journal of Science Education》2016,38(7):1077-1099
Science learning environments should provide opportunities for students to make sense of and enhance their understanding of disciplinary concepts. Teachers can support students’ sense-making by engaging and responding to their ideas through high-leverage instructional practices such as formative assessment (FA). However, past research has shown that teachers may not understand FA, how to implement it, or have sufficient content knowledge to use it effectively. Few studies have investigated how teachers gather information to evaluate students’ ideas or how content knowledge factors into those decisions, particularly within the life science discipline. We designed a study embedded in a multi-year professional development program that supported elementary teachers’ development of disciplinary knowledge and FA practices within science instruction. Study findings illustrate how elementary teachers’ life science content knowledge influences their evaluation of students’ ideas. Teachers with higher levels of life science content knowledge more effectively evaluated students’ ideas than teachers with lower levels of content knowledge. Teachers with higher content exam scores discussed both content and student understanding to a greater extent, and their analyses of students’ ideas were more scientifically accurate compared to teachers with lower scores. These findings contribute to theory and practice around science teacher education, professional development, and curriculum development. 相似文献
20.
Lilia Halim Subahan Mohd. Mohd.> Meerah 《Research in Science & Technological Education》2013,31(2):215-225
This study examined Malaysian science teachers' pedagogical content knowledge (PCK) of selected physics concepts. The two components of PCK investigated were (i) knowledge of students' understanding, conceptions and misconceptions of topics, and (ii) knowledge of strategies and representations for teaching particular topics. The participants were 12 trainee teachers from various academic science backgrounds attending a one-year postgraduate teacher-training course. They were interviewed on selected basic concepts in physics that are found in the Malaysian Integrated Science curriculum for lower secondary level. The findings showed that trainee teachers' PCK for promoting conceptual understanding is limited. They lacked the ability to transform their understanding of basic concepts in physics required to teach lower secondary school science pupils. The trainees' level of content knowledge affected their awareness of pupils' likely misconceptions. Consequently, the trainees were unable to employ the appropriate teaching strategies required to explain the scientific ideas. This study provides some pedagogical implications for the training of science teachers. 相似文献