共查询到20条相似文献，搜索用时 31 毫秒
1.
Neporcha Cone 《Journal of Science Teacher Education》2009,20(4):365-383
This study explored the effects of community-based service-learning (CBSL), supplemented with discussions and activities about
diversity, on the self-efficacy beliefs of preservice elementary teachers regarding equitable science teaching and learning
for diverse student groups. The study was conducted with 81 preservice teachers enrolled in four sections of an elementary
science methods course over a semester. Employing a mixed-methods research design, data were collected using pretests–posttests
with the study sample and semistructured interviews with a subsample. The results support the value of preservice teachers
engaging in CBSL experiences, supplemented with discussions and activities about diversity, as a way to improve their self-efficacy
beliefs regarding equitable science teaching and learning of all students. 相似文献
2.
This study examined relationships between conceptual understanding, self-efficacy, and outcome expectancy beliefs as preservice teachers learned science in a constructivist-oriented methods class. Participants included 49 preservice elementary teachers. Analysis revealed that participants increased in self-efficacy, outcome expectancy, and conceptual understanding. Engaging preservice teachers in hands-on, minds-on activities and discussion were important contributors. Participants reported that they would be inclined to teach from a constructivist perspective in the future. One implication from this study is that increasing the quantity of science content courses that preservice elementary teachers are required to take may not be sufficient to overcome their reluctance to teach science if some of their learning does not take place in a constructivist environment. In our teaching, we have tried to integrate pedagogy with learning science content. 相似文献
3.
Practicum experiences in schools are highly valued in science teacher education programs. Yet, there are few studies examining secondary preservice science teachers' practicum classrooms. This mixed-methods study explored secondary preservice science teachers' perceptions of their practicum classroom learning environments, interpreted from an open-ended survey questionnaire, as well as from an adapted version of the Constructivist Learning Environment Survey (CLES; Taylor, Fraser, & Fisher, 1997). Twenty-two preservice teachers within secondary science methods courses volunteered to complete the survey. Qualitative survey findings were corroborated by quantitative results from the CLES survey. Overall, the preservice teachers perceived their practicum classrooms to incorporate some constructivist learning environment factors, but the critical constructivist perspective underpinning the survey was not found. Additionally, innovative practices cogent with these practices were not supported by most of their co-operating teachers. Implications of how preservice education programs can better support prospective science teachers' views and practices during practicum are discussed. 相似文献
4.
Charles J. Eick 《Research in Science Education》2002,32(3):353-372
Career choice and retention of nineteen secondary science education graduates were studied using a biographical approach. Autobiographical papers written as preservice teachers and rewritten as career teachers were compared for intrinsic reasons for vocational choice. Comparisons were made between early vocation teachers and those who chose science teaching later in their higher education studies. Participants beginning college as science education majors wanted to teach for student learning and to shape their students' lives. Participants beginning college as science majors wanted to continue learning science while also enhancing their students' science literacy. Ten participants' data from both groups showed great similarities in self as teacher across autobiographical papers. Teaching for impact on students appeared to support retention in this study. Implications for development and potential retention of future science teachers are discussed. 相似文献
5.
The purpose of this study was to examine the experiences of preservice elementary teachers in a content-specific field-based
experience with elementary science specialists. Data collected from electronic discussions, interviews, and observations in
the field revealed preservice teachers experienced a wide range of instructional and assessment strategies in specialists’
classrooms, but failed to generalize aspects of the specialist model of science instruction to traditional models for delivery
of science instruction at the elementary level. Implications for supporting preservice teachers’ learning to teach science
through participation in a field experience with specialists are discussed. 相似文献
6.
The purpose of this study was to compare in-service and preservice earth and space science teachers on their general mental abilities, their content knowledge or declarative knowledge of earth and space sciences, the Gagnean levels of their content knowledge or declarative knowledge, and the procedural knowledge used in solving earth and space science problems. This study used a contrast-group design to compare in-service (n = 30) and preservice (n = 30) earth and space science teachers. The in-service earth science teachers (a) bring more declarative knowledge to the problem-solving situation, (b) use fewer steps while problem solving, (c) generate more subroutines and alternate hypotheses, and (d) possess different structural knowledge than do preservice earth science teachers. Findings from this study support Norman's theory of learning that experts (in-service teachers) function at the tuning mode of learning, whereas novices (preservice teachers) function in an accreting or structuring mode. In-service earth science teachers exhibited smoothness, automaticity, and decreased mental effort not exhibited by preservice earth and space science teachers. 相似文献
7.
Robert E. Bleicher 《Journal of Science Teacher Education》2006,17(2):165-187
The purpose of this study was to examine changes in personal science teaching self-efficacy (PSTE), outcome expectancy (STOE), and science conceptual understanding and relationships among these in preservice teachers. Seventy preservice teachers enrolled in science teaching methods courses participated in this study. PSTE, STOE, and science conceptual understanding increased significantly during participation in the course. The study established that novice learners with minimal prior knowledge couldn't be expected to understand and employ core concepts in their learning schema without extensive guidance. The relationship between science learning confidence and science teaching confidence has not been theoretically delineated in the area of science teacher education. Findings suggest that there may be important connections between the two for preservice teachers that would be fruitful areas for future research. 相似文献
8.
Robert E. Bleicher 《Journal of Science Teacher Education》2007,18(6):841-860
This study examined changes in personal science teaching self-efficacy (PSTE), outcome expectancy (STOE), and science conceptual
understanding and relationships among these in preservice teachers. Seventy preservice teachers enrolled in science teaching
methods courses participated in this study. PSTE, STOE, and science conceptual understanding increased significantly during
participation in the course. The study established that novice learners with minimal prior knowledge could not be expected
to understand and employ core concepts in their learning schema without extensive guidance. The relationship between science
learning confidence and science teaching confidence has not been theoretically delineated in the area of science teacher education.
Findings suggest there may be important connections between the 2 for preservice teachers that would be fruitful areas for
future research. 相似文献
9.
The purpose of this case study is to delve into the complexities of how preservice science teachers’ science teaching orientations, viewed as an interrelated set of beliefs, interact with the other components of pedagogical content knowledge (PCK). Eight preservice science teachers participated in the study. Qualitative data were collected in the form of content representation, responses to an open-ended instrument, and semi-structured interviews. Preservice teachers’ orientation and PCK were analyzed deductively. Constant comparison analysis of how their orientation interacted with other PCK components revealed three major themes: (1) one’s purpose for science teaching determines the PCK component(s) with which it interacts, (2) a teacher’s beliefs about the nature of science do not directly interact with his/her PCK, unless those beliefs relate directly to the purposes of teaching science, and (3) beliefs about science teaching and learning mostly interact with knowledge of instructional strategies. Implications for science teacher education and research are discussed. 相似文献
10.
Alberto J. Rodriguez 《科学教学研究杂志》1998,35(6):589-622
This article reports on two types of resistance by preservice science teachers: resistance to ideological change and resistance to pedagogical change. The former has to do with the feelings of disbelief, defensiveness, guilt, and shame that Anglo-European preservice teachers experience when they are asked to confront racism and other oppressive social norms in class discussions. Resistance to pedagogical change has to do with the roles that preservice teachers feel they need to play to manage conflicting messages about what they are expected to do from their cooperating teachers (cover the curriculum and maintain class control) and from their university supervisors (implement student-centered, constructivist class activities), and about what they desire to do as emerging teachers. Although these two forms of resistance are closely linked, in the literature they are extensively reported separately. This study suggests a sociotransformative constructivist orientation as a vehicle to link multicultural education and social constructivist theoretical frameworks. By using this orientation, specific pedagogical strategies for counterresistance were found effective in helping preservice teachers learn to teach for diversity and understanding. These strategies for counterresistance were primarily drawn from the qualitative analysis of a yearlong project with secondary science preservice teachers. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 589–622, 1998. 相似文献
11.
12.
13.
14.
Given the high attrition rate of beginning science teachers, it is imperative to better prepare science preservice teachers,
so that they can be successful during the early years of their teaching. The purpose of this study was to explore science
preservice teachers’ views of themselves as a future teacher, in particular their hopes and fears for science teaching and
the experiences that help to shape their possible selves. Employed were qualitative methods, which included open-ended surveys
and face-to-face interviews. Eleven preservice teachers who enrolled in a secondary science teacher preparation program participated.
Findings showed six categories of future selves with the most frequent category being for effective/ineffective science teaching.
When their hoped-for and feared selves were not balanced, participants articulated more fears. Regarding the primary influence
in shaping their hopes and fears, diverse past experiences related to teaching and learning appeared to be more salient factors
than science teacher education program. Given the enriched understanding of the science preservice teachers’ perceptions,
we provided suggestions for science teacher educators. 相似文献
15.
Stephen Marble 《Journal of Science Teacher Education》2007,18(6):935-953
This article describes an innovative approach to developing preservice elementary science teachers’ classroom confidence and
skills. Based on lesson study approaches, preservice candidates designed and taught integrated science–mathematics lessons
during the semester before their student teaching. Working in teams, candidates designed and taught a common lesson in 3 different
classrooms, critiquing and refining their lesson between each teaching activity. Data collected from observations of classroom
teaching events, team reports, and individual reflections were analyzed qualitatively. Results indicate that, over the 3 teaching
events, there were dramatic improvements in lesson design and delivery, the management of the learning environment, the quality
of students’ engagements with meaningful content, and the quality of assessments and generation of student data.
According to the website of the Lesson Study Research Group, there were more than 2,300 teachers in over 335 schools involved
in lesson study in the U.S. as of May 2004 (www.tc.edu/lessonstudy/). Additional lesson study information, projects, and resources
are available through a number of other websites, including www.lessonresearch.net (at Mills College) and www.uwlax.edu/sotl.lsp
(at The University of Wisconsin–La Crosse) 相似文献
16.
William R. Veal Zachary Jackson 《International Journal of Science and Mathematics Education》2006,4(2):195-213
The purpose of this paper is to describe how and why a primary science methods classroom was conceived, designed, and developed for preservice and inservice teachers. Just as science educators believe that students learn best by constructing their knowledge of the natural world with the aid of a teacher and colleagues, science educators also believe that preservice and inservice teachers should learn in a collaborative and constructivist environment. Multiple dimensions relating to the dynamic processes of learning to teach, a ‘technical factor’ related to the physical and resource constraints that exist within a school, and sociocultural theory were used for the theoretical framework. A survey was given to 97 students who took a course in the classroom, six instructors were given a questionnaire, and three of these instructors were interviewed. These data sources sought to determine the effect of design features on student learning and instructor teaching. The results of the evaluation suggest students who used the classroom found their learning positively affected by the room design and instructors who taught in the classroom benefited by being able to teach in an inquiry and constructivist manner. 相似文献
17.
18.
Peter Hudson 《Journal of Science Education and Technology》2004,13(2):215-225
Final year preservice teachers' perceptions of their mentoring in primary science teaching were gathered through surveys from three separate studies. The three studies (n = 59, n = 331, n = 60) provided an indication of the degree of mentoring preservice teachers perceived they received with mentoring practices linked to Pedagogical Knowledge. This research argues that mentors require pedagogical knowledge of primary science for guiding mentees with planning, timetabling, preparation, implementation, classroom management strategies, teaching strategies, science teaching knowledge, questioning skills, problem-solving strategies, assessment techniques, and developing viewpoints on science pedagogy. The key study findings (n = 331, from nine Australian universities involved in primary teacher education) indicated that 55% or more mentees had not received Pedagogical Knowledge for primary science teaching in each of the associated mentoring practices (mean score range: 2.60–2.91, standard deviation range: 1.10–1.32). The study concludes that mentors require further professional development to ensure that preservice teachers (mentees) receive adequate pedagogical knowledge for teaching primary science, which will involve significant collaboration between universities and schools. 相似文献
19.
The purpose of this study was to assess differences between Nigerian junior and senior preservice teachers’ science teaching
efficacy beliefs. Data in this study were collected from a total number of 221 preservice teachers enrolled in junior and
senior secondary science teacher education programs in Nigeria using Science Teaching Efficacy Belief Instrument (STEB-B)
(Enoch and Riggs in Sci Educ 74:625–638 1990). Results indicated that junior secondary preservice teachers were as efficacious as their senior secondary preservice teachers
on the two dimensions of STEB-B. In addition, analyses did not reveal any significant gender differences on the two dimensions
of STEB-B. 相似文献
20.
Preservice Science Teachers' Beliefs About Teaching and Learning: The Influence of K-12 Field Experiences 总被引：1，自引：0，他引：1
Teaching is a complex task shaped by many external and internal influences, including the beliefs held by individual teachers. This study sought an understanding of the impact of field experiences on the beliefs developed by preservice science teachers. The participants were students in an undergraduate science education methods course that involved observation and teaching experiences in K-12 classrooms. The data used in this qualitative study included drawings representing beliefs and in-depth interviews with selected participants. The findings indicate that beliefs focused on two key dualities: learning through experience and transmission and student-centered and teacher-centered instruction. The findings also suggest that field experiences both reinforce and challenge the beliefs held by preservice science teachers. 相似文献