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1.
Research in Science Education - Scientific reasoning competencies are highlighted in science education policy papers and standard documents in various countries around the world and pre-service...  相似文献   

2.
Instructional practice plays a significant role in understanding teachers’ pedagogical content knowledge (PCK). The aim of the study reported on was to compare mathematics and technology pre-service teachers’ knowledge of PCK. The study used a case study approach of five mathematics and five technology pre-service teachers with a total of ten. Data was collected in seven public schools around Gauteng province in South Africa. The observation technique was employed in order to understand students’ classroom practice, using a video camera to capture the setting. One lesson of 45 minutes presented by each pre-service teacher, rendering a total of ten lessons, was observed. The study adapted the theoretical framework of PCK (Shulman 1987). The study scrutinised the data based on the qualitative content analysis method and found that most pre-service teachers in both mathematics and technology possess a limited knowledge of PCK. In both subjects, most of the pre-service teachers’ classroom practice did not exhibit comprehensive knowledge of the subject matter or knowledge of the learners. However, the difference is that only mathematics pre-service teachers have some knowledge of assessment. The data also indicate that “9E” instructional practice can be a valuable tool to enhance field-specific PCK within the field of mathematics and technology education subjects. Therefore, the study proposes further investigation of the “9E” instructional model that could be used as field-specific PCK within the fields of mathematics, science and technology.  相似文献   

3.
This study describes the characteristics of pre-service teachers’ discourse on a WebCT Bulletin Board in their investigations of local streams in an integrated mathematics and science course. A qualitative analysis of data revealed that the pre-service teachers conducted collaborative discourse in framing their research questions, conducting research and writing reports. The science teacher educator provided feedback and carefully crafted prompts to help pre-service teachers develop and refine their work. Overall, the online discourse formats enhance out-of-class communication and support collaborative group work. But the discourse on the critical examination of one another’s point of views rooted in scientific inquiry appeared to be missing. It is suggested that pre-service teachers should be given more guidance and opportunities in science courses in carrying out scientific discourse that reflects reform-based scientific inquiry.  相似文献   

4.

Along with the COVID-19 outbreak, which has been a global threat for public health, the unconfirmed information about the pandemic in circulation has become another threat. Hence, it has become important to improve public understanding of science with a focus on explaining the nature of uncertainty in science and its impacts. The goal of the present study was to explore pre-service teachers’ analysis of claims related to the COVID-19 pandemic throughout an 8-week online implementation of a pre-service teachers’ analysis task, focus group interviews, and instructor’s feedback to this analysis in a course focusing on critical and analytical thinking. In order to achieve this purpose, the researchers used the claims that contain fallacies, conspiracy theories, and scientific arguments related to the COVID-19 pandemic as an assessment tool. The researchers developed and used a rubric consisting of the high, moderate, and low levels of analysis in three different categories including evaluation of claims, demarcation of fallacies and conspiracy theories from scientific arguments, and judgment of the credibility of sources. The findings indicate that the participants analyzed the claims rarely at a high level before the focus group interviews. However, after the focus group interviews, almost every participant’s analysis scores of evaluation, demarcation, and judgment increased. The results also revealed their commitment to various fallacies and conspiracy theories while arguing the claims. Concluding remarks are made for the further implications of teaching critical evaluation of claims based on evidence.

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5.
This paper explores how a group of pre-service elementary science student teachers came to understand the development of their Pedagogical Content Knowledge (PCK) over the course of a semester??s study in a science methods course. At the start of the semester, PCK was introduced to them as an academic construct and as a conceptual tool that they could use to plan for, and assess, the development of their professional knowledge and practice as beginning science teachers. All participants were provided with a tool known as a CoRe (Content Representation) and the manner in which they worked with the CoRe was such that it supported them in planning for and assessing their own learning about teaching elementary science through a focus on the development of their PCK. Through analysis of data derived from the application of a CoRe based methodology (modified and adapted for this study) to the teaching of the science topic of Air, participants?? reasons for, confidence in, and perceived meaningfulness of their learning about science teaching could be examined. In so doing, the nature of participants?? PCK development over time was made explicit. The results illustrate real possibilities for ways of enhancing student teachers?? ongoing professional learning in teacher preparation and offer a window into how the nature of PCK in pre-service education might be better understood and developed.  相似文献   

6.
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   

7.
Innovative designs on instructional strategies and activities for teaching English among younger learners were integrated into a language teacher education program in a university in northern Taiwan. This study analyzed 90 pre-service teachers’ final projects, questionnaires, and class materials to explore their innovations on English activity designs and materials. This study had three major findings. First, participants failed to identify the authentic materials taken from daily life. Second, participants integrated the materials into warm-up, presentation, or production of the lesson, rather than incorporating them throughout the whole instruction. Third, participants, their peers, and in-service teachers had different perceptions of innovation criteria. In order to effectively foster pre-service teachers’ innovation in designing instructional activities, three suggestions are provided.  相似文献   

8.
Greek pre-service teachers’ level of ocean literacy was assessed using a revised questionnaire concerning ocean content knowledge and an instrument about ocean stewardship. Rasch analyses showed that the items of both measures were well targeted to the sample. Pre-service teachers possessed a moderate knowledge of ocean sciences issues and positive attitudes toward ocean stewardship; they obtained most information on ocean content from the Internet and mass media and less from formal education, nongovernmental organizations, books, and out-of-school settings. Students who mostly preferred the Internet and mass media scored significantly higher on the knowledge questionnaire. The results could contribute to the enhancement of teachers’ ocean literacy.  相似文献   

9.
Abstract

The purpose of this study was to discover guidelines for improving the pre-service and in-service training of elementary teachers to teach reading. Three hundred and eight elementary teachers were queried regarding (1) their attitudes toward their pre-service education, (2) their educational needs, and (3) their preferences for in- service program formats. Responses were analyzed according to grade levels taught and years of service. The main conclusion was that elementary teachers of different grades and with different terms of service express different attitudes, needs and preferences regarding their training to teach reading. Implications for pre-service and in-service training programs are discussed.  相似文献   

10.
Chemistry students’ explanations of ionisation energy phenomena often involve a number of non-scientific or inappropriate ideas being used to form causality arguments. Research has attributed this to many science teachers using these ideas themselves (Tan and Taber, in J Chem Educ 86(5):623–629, 2009). This research extends this work by considering which atomic models are used in pre-service teachers’ explanations and how that relates to the causality ideas expressed. Thirty-one pre-service teachers were interviewed. Each was asked to describe and explain four different atomic representations (Rutherford, Electron cloud micrograph, Bohr and Schr?dinger types) in as much detail as they could. They also provided an explanation for the subsequent ionisation energy values for an oxygen atom and identified which representations were helpful in explaining the values. Significantly, when pre-service teachers only used Bohr type representations, they did not use repelling electron ideas in their explanations. However, arguments that were based on electron–electron repulsion used features from Schr?dinger type atoms. These findings suggest that many pre-service teachers need to develop their atomic modelling skills so that they select and use models more expertly and that subsequent ionisation explanations offer a context in which to explore different atomic models’ limitations and their deployment as explanatory resources.  相似文献   

11.
《学校用计算机》2012,29(1-2):53-69
Teacher education programs across North America are transforming. What were once piecemeal programs consisting of often unrelated courses are now becoming coherent and intertwined trajectories toward teacher certification. Part of this transformation can be attributed to the weaving of “signature pedagogies” throughout overarching program frameworks. A modern signature pedagogy within science teacher education is the integration of technology with science area content and effective pedagogy. In this article the author reports an action research study aimed toward promoting the “scholarship of teaching” of pre-service teachers through articulating changes in their maturing perceptions of the integrated relationship between technological, pedagogical, and science content knowledge.  相似文献   

12.
This paper focuses on the attempt to include a historical perspective in a pre-service teacher education course. It is based on the design research approach and the main aim is the development of a product, a module for student–teachers’ actual involvement in the historic teaching design process. Student–teachers were presented and familiarized with the reasons for including a historical component in teaching, and with the meaning and teaching function of three historical examples. They were asked to search for historical materials on the basis of which they had to design teaching interventions justifying their choices. Total of 74 teaching interventions have been analyzed and a systemic network has been produced with the identified categories of their characteristics. Two case studies of students’ interventions with their historical materials are also discussed. Findings show that the group of student–teachers studied was able to develop a range of interesting materials. Traditional models of teaching that are held by student–teachers are obstacles for substantiating the historical perspective. Only a few student–teachers succeed in stating meaningful epistemic goals, while some others lack awareness of the potential of their own material for communicating aspects of the nature of science to students. Results appear that can lead to a future module’s revision, and further research steps.  相似文献   

13.
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14.
This article reports on a study that explored the management of information and communication technology (ICT) in teaching and learning. In particular it focuses on the use of ICT in the pre-service teacher’s classroom in the South African context. The study was interventionist in that pre-service teachers were trained how to use ICT in teaching and learning, and were then followed into the teaching practice classroom where they were observed as to how they used the technology and managed it. Data for the project was also collected through semi-structured interviews with the pre-service teachers and through the researchers’ reflection. The results showed that the pre-service teachers, who in this case were all digital natives, are willing to use ICT for teaching, but lack the skills to manage ICT in the classroom. The results further showed that the motivation to use and integrate ICT in the classroom may not be sufficient to ensure the effective integration thereof, that is, the teachers still require management. Further, the article recommends the importance of higher education institution lecturers as role models in the use and management of ICT.  相似文献   

15.
We report on a survey of K-12 teachers and teacher candidates wherein participants evaluated known models (e.g., TPACK, SAMR, RAT, TIP) and provided insight on what makes a model valuable for them in the classroom. Results indicated that: (1) technology integration should be coupled with good theory to be effective, (2) classroom experience did not generally influence teacher values and beliefs related to technology integration, (3) some models may be more useful to teachers than others, (4) the widespread use of a model does not necessarily reflect usefulness, (5) useful models for teachers should engender real-world, concrete application, and (6) visual appeal of a model is largely subjective, but some visual representations might convey notions of practicality. Conclusions should be used to help researchers and practitioners understand the practical application value of technology integration models in real-world settings.  相似文献   

16.
The potential of the Internet for Education has been enthusiastically reported by many. It is clear, though, that science educators need to be prepared and supported in order to adopt it, as is the case with any innovation. But first they should be motivated; and one way to do this is by letting them experience the benefits of the innovation in their own learning. By showing them appropriate uses, no matter how modest, in teacher preparation courses, we can motivate and influence future science teachers; they, like any teachers, tend to model what is taught by example. This paper describes one use of the Web in support of learning in a course in Chemistry Methods for pre-service teachers at Université de Montréal. Designed as a weekly, it is a site meant to be an integral, if not central, part of the course. In addition to permanent access to links and course outline, course notes and information relevant to each class were posted every week. An assignment involving a treasure hunt on the Web is also described.  相似文献   

17.
This paper aims to better understand African American pre-service teachers?? perspectives on urban education. Over a 2-year period, pre-experience and post-experience surveys were conducted at a Historically Black University (HBCU) after pre-service teachers completed an urban education immersion course in order to frame their understanding of perspectives on urban education. Ultimately, the results indicate that the African American pre-service teachers?? perceptions of urban teachers, urban administrators, and a career in urban education were statistically more positive after the immersion course, but their views of urban parents became more negative. These results provide further implications for teacher education programs.  相似文献   

18.
This qualitative multiple-comparative case study investigates (1) The reported experiences and impressions of four pre-service teachers (PTs) on practicum placement in four different classrooms (grades 1–9) where a new Steps to Inquiry (SI) framework was being utilized to support students conducting open inquiry; (2) The relative dispositions of the PTs toward conducting open inquiry, as indicated by their core conceptions regarding science, the purpose of education, effective teaching, and the capacity of students. Findings indicate that (1) although there were differences in the experiences of the four PTs, all four had an opportunity to observe and/or facilitate students conducting open inquiry with the SI framework, and after the practicum, all of them reported that they would like to include open inquiry in their own classrooms in the future; (2) one PT already possessed core conceptions indicative of a favorable disposition toward open inquiry before the placement; another altered her core conceptions substantially toward a favorable disposition during the placement; a third altered her conceptions regarding the capacity of students; and one PT maintained core conceptions indicative of a disposition that was not favorable to open inquiry despite the pronouncements that she would like to conduct open inquiry with students in their own future classroom. Possible reasons for the differences in the responses of the four pre-services teachers to the practicum placement are discussed.  相似文献   

19.
Although a host of research has explored the association between beliefs and practices, limited research has been conducted exploring the association between beliefs and intensions. The present study aimed to explore Cypriot pre-service kindergarten teachers’ self-reported beliefs and intensions about the importance of teacher/child interactions and the relationship between them. Interaction has been chosen to be the focus of the present study due to the fact that research results indicate that one of the most important indicators of the quality of early childhood education and care is sensitive and responsive caregiving. Research results indicated that participating pre-service kindergarten teachers favor sensitive and appropriate caregiving. Thus, beliefs have been found to predict the sample’s intensions.  相似文献   

20.
This study examined the effects of an extensive inquiry-based field experience on pre service elementary teachers’ personal agency beliefs, a composite measure of context beliefs and capability beliefs related to teaching science. The research combined quantitative and qualitative approaches and included an experimental group that utilized the inquiry method and a control group that used traditional teaching methods. Pre- and post-test scores for the experimental and control groups were compared. The context beliefs of both groups showed no significant change as a result of the experience. However, the control group’s capability belief scores, lower than those of the experimental group to start with, declined significantly; the experimental group’s scores remained unchanged. Thus, the inquiry-based field experience led to an increase in personal agency beliefs. The qualitative data suggested a new hypothesis that there is a spiral relationship among teachers’ ability to establish communicative relationships with students, desire for personal growth and improvement, ability to implement multiple instructional strategies, and possession of substantive content knowledge. The study concludes that inquiry-based student teaching should be encouraged in the training of elementary school science teachers. However, the meaning and practice of the inquiry method should be clearly delineated to ensure its correct implementation in the classroom.
Andrew LumpeEmail:
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