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Selahattin G?nen 《Journal of Science Education and Technology》2008,17(1):70-81
The aims of this study were considered under three headings. The first was to elicit misconception that science and physics
student teachers (pre-service teachers) had about the terms, ‘‘inertial mass’’, ‘‘gravitational mass’’, ‘‘gravity’’, ‘‘gravitational
force’’ and “weight”. The second was to understand how prior learning affected their misconceptions, and whether teachers’
misconceptions affected their students’ learning. The third was to determine the differences between science and physics student
teachers’ understanding levels related to mass and gravity, and between their logical thinking ability levels and their attitudes
toward physics lessons. A total of 267 science and physics student teachers participated in the study. Data collection instruments
included the physics concept test, the logical thinking ability test and physics attitude scale. All instruments were administered
to the participants at the end of the 3rd semester of their university years. The physics test consisting of paper and pencil
test involving 16 questions was designed, but only four questions were related to mass and gravity; the second test consisted
of 10 questions with two stages. The third test however, consisted of 15 likert type items. As a result of the analysis undertaken,
it was found that student teachers had serious misconceptions about inertia, gravity, gravitational acceleration, gravitational
force and weight concepts. The results also revealed that student teachers generally had positive attitudes toward physics
lessons, and their logical thinking level was fairly good. 相似文献
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We investigated the pedagogical content knowledge (PCK) of nine experienced chemistry teachers. The teachers took part in
a teacher training course on students’ difficulties and the use of models in teaching acid–base chemistry, electrochemistry,
and redox reactions. Two years after the course, the teachers were interviewed about their PCK of (1) students’ difficulties
in understanding acid–base chemistry and (2) models of acids and bases in their teaching practice. In the interviews, the
teachers were asked to comment on authentic student responses collected in a previous study that included student interviews
about their understanding of acids and bases. Further, the teachers drew story-lines representing their level of satisfaction
with their acid–base teaching. The results show that, although all teachers recognised some of the students’ difficulties
as confusion between models, only a few chose to emphasise the different models of acids and bases. Most of the teachers thought
it was sufficient to distinguish clearly between the phenomenological level and the particle level. The ways the teachers
reflected on their teaching, in order to improve it, also differed. Some teachers reflected more on students’ difficulties;
others were more concerned about their own performance. Implications for chemistry (teacher) education are discussed.
Submitted to Research in Science Education 相似文献
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Alandeom Wanderlei Oliveira 《Cultural Studies of Science Education》2009,4(4):803-846
This study explores elementary teachers’ social understandings and employment of directives and politeness while facilitating
inquiry science lessons prior and subsequent to their participation in a summer institute in which they were introduced to
the scholarly literature on regulative discourse (directives used by teachers to regulate student behavior). A grounded theory
analysis of the institute professional development activities revealed that teachers developed an increased awareness of the
authoritative functions served by impolite or direct directives (i.e., pragmatic awareness). Furthermore, a comparative microethnographic
analysis of participants’ inquiry-based classroom practices revealed that after the institute teachers demonstrated an increased
ability to share authority with students by strategically making directive choices that were more polite, indirect, inclusive,
involvement-focused and creative. Such ability led to a reduced emphasis on teacher regulation of student compliance with
classroom behavioral norms and an increased focus on the discursive organization of the inquiry-based science learning/teaching
process. Despite teachers’ increased pragmatic awareness, teacher–student linguistic relationships did not become entirely
symmetrical subsequent to their participation in the summer institute (i.e., teacher authority was not completely relinquished
or lost). Based on such findings, it is argued that teachers need to develop higher levels of pragmatic awareness to become
effectively prepared to engage in language-mediated teacher–student interaction in the context of inquiry-based science classroom
discourse. 相似文献
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A collaborative curriculum development project was set up to address the lack of good examples of teaching about ideas and
evidence and the nature of science encountered by student teachers training to teach in the age range 11–16 in schools in
England. Student and teacher-mentor pairs devised, taught and evaluated novel lessons and approaches. The project design required
increasing levels of critique through cycles of teaching, evaluation and revision of lessons. Data were gathered from interviews
and students’ reports to assess the impact of the project on student teachers and to what extent any influences survived when
they gained their first teaching posts. A significant outcome was the perception of teaching shifting from the delivery of
standard lessons in prescribed ways to endeavours demanding creativity and decision-making. Although school-based factors
limited newly qualified teachers’ chances to use new lessons and approaches and therefore act as change-agents in schools,
the ability to critique curriculum materials and the recognition of the need to create space for professional dialogue were
durable gains. 相似文献
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his study investigates how trainee teachers perceive their supervising teachers’ supervisory competency. Through a questionnaire
that was specifically developed for this study and which contained open-ended questions, student teacher candidates were asked
to comment on their supervising teachers’ competency in preparation for supervision, instructional planning and reflection,
and collegial supervision and effective mentoring. Data for this study was gathered from 690 student teachers who were in
their last year in college pursuing a teaching credential. The results indicated that the student teachers rated their supervising
teachers’ competency in supervision as poor to partially competent. Although there is no significant relation found between
the gender and fulfillment of supervisory duties, the main significant finding was between supervising teachers’ experience
in teaching and completion of the supervisory role. The results showed that the younger or less experienced supervising teachers
demonstrated better supervisory skills. Furthermore, our results indicated that although experience is important, it should
not be the only criterion for selecting supervising teachers for supervisory duty. 相似文献
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Susanne Prediger 《Journal of Mathematics Teacher Education》2010,13(1):73-93
What kind of mathematical knowledge do prospective teachers need for teaching and for understanding student thinking? And
how can its construction be enhanced? This article contributes to the ongoing discussion on mathematics-for-teaching by investigating
the case of understanding students’ perspectives on equations and equalities and on meanings of the equal sign. It is shown
that diagnostic competence comprises didactically sensitive mathematical knowledge, especially about different meanings of
mathematical objects. The theoretical claims are substantiated by a report on a teacher education course, which draws on the
analysis of student thinking as an opportunity to construct didactically sensitive mathematical knowledge for teaching for
pre-service middle-school mathematics teachers. 相似文献
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The advent of computer technology in the classroom raised the issue of its appropriate use by teachers and their students
alike. It has been recommended that teacher education programs provide more opportunities for teacher candidates’ use of technology
including teaching their own technology-enhanced lessons. With a goal of integrating scholarship into student teaching, a
teacher candidate enrolled in a graduate program in childhood education carried out a technology-enhanced research project
within a professional development school. Examining the impact of the project on the teacher candidate, this article describes
how one’s pedagogical content knowledge and technological competence can be developed through a research-oriented teaching
experience. The article also demonstrates the emergence of a community of practice that shares the goal of providing learning
spaces for the teacher candidate and young children in the context of mathematics enrichment with computers. 相似文献
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Nesrin Cengiz Kate Kline Theresa J. Grant 《Journal of Mathematics Teacher Education》2011,14(5):355-374
Studies show that extending students’ mathematical thinking during whole-group discussions is a challenging undertaking. To
better understand what extending student thinking looks like and how teachers’ mathematical knowledge for teaching (MKT) supports
teachers in their efforts to extend student thinking, the teaching of six experienced elementary school teachers was explored.
During group discussions, all six teachers created opportunities for extending student thinking about important mathematical
ideas and solution methods. Findings on the nature of these episodes include identification of individual instructional actions
and the ways in which teachers’ MKT was connected to these actions. 相似文献
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Joke Voogt Frank Tilya Jan van den Akker 《Journal of Science Education and Technology》2009,18(5):429-438
Science teachers from secondary schools in Tanzania were offered an in-service arrangement to prepare them for the integration
of technology in a student-centered approach to science teaching. The in-service arrangement consisted of workshops in which
educative curriculum materials were used to prepare teachers for student-centered education and for the use and application
of Microcomputer Based Laboratories (MBL)—a specific technology application for facilitating experiments in science education.
Quantitative and qualitative data were collected to study whether the in-service arrangement impacted teacher learning. Teacher
learning was determined by three indicators: (1) the ability to conduct MBL-supported student centered science lessons, (2)
teachers’ reflection on those lessons and (3) students’ perceptions of the classroom environment. The results of the research
indicate that the teachers’ were able to integrate MBL in their science lessons at an acceptable level and that they were
able to create a classroom environment which was appreciated by their students as more investigative and open-ended. 相似文献
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Conclusion The period of time student teachers have to receive feedback from their supervisors and cooperating teachers is relatively
short. Techniques and ideas suggested by university supervisors and cooperating teachers are clearly beneficial to beginning
teachers, but the students also need direct experience in addressing classroom concerns themselves. Student teachers need
to develop techniques for evaluating their own teaching and for solving instructional problems autonomously such as suggested
through the use of this model. The problem solving model forces student teachers to take responsibility for their learning
about teaching. It forces them to analyze and reflect on their own lessons and to deal with their own problems. Importantly,
the model may serve as a tool for self-evaluation that can be used during students’ first few years of teaching and throughout
their science teaching career.
Student teachers will still undergo the complex and sometimes overwhelming experience of teaching for the first time. However,
by addressing each problem they face in a systematic, organized way, the experience may become more manageable, and success
may seem more attainable for them. 相似文献
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Elementary Teachers’ Teaching for Conceptual Understanding: Learning From Action Research 总被引：1，自引：0，他引：1
This study reports teachers’ learning through action research on students’ conceptual understanding. The study examined (a)
the teachers’ views about science teaching and learning, (b) the teachers’ learning about their teaching practices and (c)
the conditions that supported the teachers’ learning through action research. A total of 14 elementary in-service teachers’
course discussion, self-video reflection, action research reports, and learning reflection were analyzed. Findings revealed
that (a) the teachers in this study commonly espoused the importance of probing and utilizing students’ preconceptions in
science teaching, but they demonstrated various levels of epistemological understanding of student learning and teaching,
(b) the teachers experienced the action research as a means to evaluate science teaching methods and changing their teaching
practices, and (c) the teachers identified sharing goals, problems, and solutions as an essential supporting condition for
their learning through action research. Implications for professional development and further research are discussed. 相似文献
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The study is a component of a larger investigation that focused on exemplary practice in science and mathematics education. This case study involved an investigation of two chemistry teachers in high schools in Perth, Western Australia. The study utilized an interpretive methodology in which the questions emerged from intensive observations of chemistry lessons in classes taught by the two teachers. The principal finding was that the two teachers focused on teaching for understanding. One teacher tended to emphasize whole-class activities while the other utilized more small-group and individualized activities. The teachers were successful in their goal of teaching for understanding because they were effective classroom managers and they had strong science content knowledge that enabled them to focus on instructional strategies that facilitated student understanding. They asked appropriate questions, responded to student questions, and used effective cognitive monitoring strategies. The teachers were able to teach effectively because they had adequate content knowledge and pedagogical content knowledge. 相似文献
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The research outlined in this paper investigated how student teachers perceived the development of their knowledge and attitudes
towards physics through video recorded practical workshops based on experiments and subsequent group discussions. During an
8-week physics course, 40 primary science student teachers worked in groups of 13–14 on practical experiments and problem-solving
skills in physics. The student teachers were video recorded in order to follow their activities and discussions during the
experiments. In connection with every workshop, the student teachers participated in a seminar conducted by their physics
teachers and a primary science teacher; they watched the video recording in order to reflect on their activities and how they
communicated their conceptions in their group. After the 8 weeks of coursework a questionnaire including a storyline was used
to elicit the student teachers’ perceptions of their development of subject matter knowledge from the beginning to the end
of the course. Finally, five participants were interviewed after the course. The results provided insight into how aspects
such as self-confidence and the meaningfulness of knowledge for primary teaching were perceived as important factors for the
primary science student teachers’ development of subject matter knowledge as well as a positive attitude towards physics. 相似文献
17.
This paper draws on videotapes of mathematics lessons prepared and conducted by pre-service elementary teachers towards the
end of their initial training at one university. The aim was to locate ways in which they drew on their knowledge of mathematics
and mathematics pedagogy in their teaching. A grounded approach to data analysis led to the identification of a ‘knowledge
quartet’, with four broad dimensions, or ‘units’, through which mathematics-related knowledge of these beginning teachers
could be observed in practice. We term the four units: foundation, transformation, connection and contingency. This paper
describes how each of these units is characterised and analyses one of the videotaped lessons, showing how each dimension
of the quartet can be identified in the lesson. We claim that the quartet can be used as a framework for lesson observation
and for mathematics teaching development. 相似文献
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Sandy M. Spitzer Christine M. Phelps James E. R. Beyers Delayne Y. Johnson Elizabeth M. Sieminski 《Journal of Mathematics Teacher Education》2011,14(1):67-87
This study investigated the effects of a classroom intervention on prospective elementary teachers’ ability to evaluate evidence
of student achievement of mathematical learning goals. The intervention was informed by a framework for teacher education
which aims to provide prospective teachers (PTs) with the skills needed to systematically learn from their own teaching practice.
Prospective teachers (N = 160) participated in an intervention aimed at addressing their misconceptions about evidence of student learning. Results
revealed that after the intervention, PTs were less likely to consider teacher behaviors to be evidence of student learning
and more likely to discount student responses that were irrelevant to a specified learning goal. However, PTs were still likely
to take procedural fluency as evidence of conceptual understanding and may have become overly skeptical of student understanding.
Implications of the study suggest new ways of developing prospective teachers’ ability to systematically study and improve
their teaching. 相似文献
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Doris Choy Sylvia Chong Angela F. L. Wong Isabella Y.-F. Wong 《Asia Pacific Education Review》2011,12(1):79-87
This study investigated changes in beginning teachers’ self-perceptions of their pedagogical knowledge and skills after their
first year of teaching. Surveys were administered to 322 graduating student teachers at the end of the initial teacher preparation
programme and at the end of their first year of teaching to compare if there were any differences in their self-perceptions.
The results of the study showed significant increases in beginning teachers’ perceptions of their pedagogical knowledge and
skills in three factors: Instructional Support, Accommodating Diversity and Classroom Management. Results established the
development of teachers to be an ongoing process that is initiated but not completed in initial teacher preparation. Implications
of findings for induction and mentoring of beginning teachers are discussed. 相似文献
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Benny Hin Wai Yung Siu Ling Wong Man Wai Cheng Ching Sum Hui Derek Hodson 《Research in Science Education》2007,37(3):239-259
A CD-ROM consisting of videos of two lessons by different teachers demonstrating exemplary science teaching was used to elicit,
develop and track the changing conceptions of good science teaching of student teachers enrolled for the one-year Postgraduate
Diploma in Education (PGDE) at several stages during the programme. It was found that the videos acted as an effective probe
to elicit student teachers’ conceptions and had significant impact on those conceptions at different stages of the programme
through the provision of teacher models demonstrating exemplary teaching. The experience has extended novice teachers’ awareness
of alternative teaching methods and approaches not experienced in their own schooling, broadened their awareness of different
classroom situations, provided proof of existence of good practices and prompted them to reflect on their current conceptions
of good science teaching. Most importantly, the strategy of asking student teachers to watch the same videos on three separate
occasions at different times of the course was recognized by them as a crucial element in facilitating their reflection on
their changing conceptions of good science teaching.
PGDE is the standard form of pre-service teacher education in Hong Kong. It provides qualified teacher status within Hong
Kong. Student teachers enrolled for the PGDE have completed a relevant undergraduate degree. 相似文献