Comparing primary student teachers’ attitudes, subject knowledge and pedagogical content knowledge needs in a physics activity

Johnston, Jane; Ahtee, Maija

doi:10.1016/j.tate.2005.11.015

Cited by 67 publications

(49 citation statements)

References 12 publications

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“…We distinguished three cognitive attributes for primary teachers' professional attitude: teachers' perceptions of the relevance or importance of teaching science in primary school, perceptions about the relative difficulty of teaching science, and their beliefs about gender differences related to teaching science. As listed in Table 1 Kindt, 1999;Carleton, Fitch, & Krockover, 2008;Cobern & Loving, 2002;Coulson, 1992;Harty et al, 1991;Haury, 1989;Johnston & Ahtee, 2006;Koballa, 1986;Liang & Gabel, 2005;McDevitt et al, 1993;Pedersen & McCurdy, 1992;Ramey-Gassert et al, 1996). We did not observe the methodological issues that were present in the items and scales that measured beliefs about the relevance of science regarding personal attitude.…”

Section: Professional Attitude Toward Sciencementioning

confidence: 83%

“…As listed in Table 1, this attribute was investigated less frequently than were teachers' perceptions regarding the relevance of teaching science (Harlen, 1997;Harlen & Holroyd, 1997;Holroyd & Harlen, 1996;Johnston & Ahtee, 2006;Liang & Gabel, 2005). It should be noted that the cognitive beliefs about the difficulty of teaching science are, in our view, qualitatively different from teachers' perceived self-efficacy in teaching science.…”

Section: Professional Attitude Toward Sciencementioning

confidence: 93%

“…This attribute has been measured in several studies (2002), Coulson (1992), Eurobarometer 38.1 (1992), Evans and Durant (1995), Koballa (1986), McDevitt et al (1993), Palmer (2004), andYoung (1998). (Total 9) Appleton and Kindt (1999), Carleton et al (2008), Cobern and Loving (2002), Coulson (1992), Harty et al (1991), Haury (1989), Johnston and Ahtee (2006), Koballa (1986), Liang and Gabel (2005), McDevitt et al (1993), Pederson and McCurdy (1992), and Ramey-Gassert et al (1996). (Total 12) Difficulty…”

Section: Personal Attitude Toward Sciencementioning

confidence: 98%

“…(Total 8) Harlen (1997), Harlen and Holroyd (1997), Holroyd and Harlen (1996), Johnston and Ahtee (2006), and Liang and Gabel (2005). ( Hartshorne (2008), Harty et al (1991), Haury (1989), Koballa (1986), Liang and Gabel (2005), McDevitt et al (1993), Mulholland and Wallace (1996), Palmer (2001Palmer ( , 2004, Pederson and McCurdy (1992), Ramey-Gassert et al (1996), andYoung (1998).…”

Section: Personal Attitude Toward Sciencementioning

confidence: 99%

“…The above discussion implies that explicit attention to improving the attitudes of preservice and inservice primary teachers toward science is of fundamental importance to the professionalization of teachers within the domain of science (Bleicher, 2007;Haney et al, 1996;Johnston & Ahtee, 2006). Educational change projects, research projects, and preservice or inservice training programs should therefore investigate the attitudes of teachers.…”

Section: Introductionmentioning

confidence: 99%

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Primary teachers' attitudes toward science: A new theoretical framework

2011

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Attention to the attitudes of preservice and inservice primary teachers toward science is of fundamental importance to research on primary science education. However, progress in this field of research has been slow due to the poor definition and conceptualization of the construct of primary teachers' attitude toward science. This poor theoretical background has led to the use of a multitude of different concepts and measurement instruments. The main goal of this article is to present a new and comprehensive theoretical framework for primary teachers' attitudes toward science. The framework is based on an extensive review of previously used concept definitions of the construct. It is argued that this framework should serve as a necessary conceptual basis for future research and interventions in this domain, as well as for the construction of valid measurement instruments. © 2011 Wiley Periodicals, Inc. Sci Ed 96:158–182, 2012

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Section: Professional Attitude Toward Sciencementioning

confidence: 83%

Section: Professional Attitude Toward Sciencementioning

confidence: 93%

Section: Personal Attitude Toward Sciencementioning

confidence: 98%

Section: Personal Attitude Toward Sciencementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Primary teachers' attitudes toward science: A new theoretical framework

2011

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Localization of nitric oxide synthase in the central complex and surrounding midbrain neuropils of the locust Schistocerca gregaria

Kurylas

Ott

Schachtner

et al. 2005

J of Comparative Neurology

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Nitric oxide (NO), generated enzymatically by NO synthase (NOS), acts as an important signaling molecule in the nervous systems of vertebrates and invertebrates. In insects, NO has been implicated in development and in various aspects of sensory processing. To understand better the contribution of NO signaling to higher level brain functions, we analyzed the distribution of NOS in the midbrain of a model insect species, the locust Schistocerca gregaria, by using NADPH diaphorase (NADPHd) histochemistry after methanol/formalin fixation; results were validated by NOS immunohistochemistry. NADPHd yielded much higher sensitivity and resolution, but otherwise the two techniques resulted in corresponding labeling patterns throughout the brain, except for intense immunostaining but only weak NADPHd staining in median neurosecretory cells. About 470 neuronal cell bodies in the locust midbrain were NADPHd-positive positive, and nearly all major neuropil centers contained dense, sharply stained arborizations. We report several novel types of NOS-expressing neurons, including small ocellar interneurons and antennal sensory neurons that bypass the antennal lobe. Highly prominent labeling occurred in the central complex, a brain area involved in sky-compass orientation, and was analyzed in detail. Innervation by NOS-expressing fibers was most notable in the central body upper and lower divisions, the lateral accessory lobes, and the noduli. About 170 NADPHd-positive neurons contributed to this innervation, including five classes of tangential neuron, two systems of pontine neuron, and a system of columnar neurons. The results provide new insights into the neurochemical architecture of the central complex and suggest a prominent role for NO signaling in this brain area.

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Novice and Experienced EAP Practitioners’ Pedagogical Content Knowledge: Teachers’ Cognitions and Students’ Perceptions

Khazaee

2020

Advances in Intelligent Systems and Computing

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Comparing primary student teachers’ attitudes, subject knowledge and pedagogical content knowledge needs in a physics activity

Cited by 67 publications

References 12 publications

Primary teachers' attitudes toward science: A new theoretical framework

Primary teachers' attitudes toward science: A new theoretical framework

Localization of nitric oxide synthase in the central complex and surrounding midbrain neuropils of the locust Schistocerca gregaria

Novice and Experienced EAP Practitioners’ Pedagogical Content Knowledge: Teachers’ Cognitions and Students’ Perceptions

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