Development and Evaluation of an Inquiry-Based Elementary Science Teacher Education Program Reflecting Current Reform Movements

Luera, Gail R.; Otto, Claudia

doi:10.1007/s10972-005-4585-2

Cited by 51 publications

(34 citation statements)

References 31 publications

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“…Previous studies on science professional development programs provide important insights into aspects such as designing appropriate lessons, adopting effective teaching methods, following particular instructional activities, and evaluating student learning (e.g., Akerson & Hanuscin, 2007;Luera & Otto, 2005). However, one limitation of these programs is that they often overlook the social dimension of science teaching (Oliveira, 2009;Oliveira, 2010) and the integration into instruction (e.g., Borko, 2004;Clarke & Hollingsworth, 2002;Yilmaz-Tuzun, 2008).…”

Section: Research Questionsmentioning

confidence: 99%

Introducing Dialogic Teaching to Science Student Teachers

Lehesvuori¹,

Viiri²,

Rasku‐Puttonen³

2011

Journal of Science Teacher Education

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It is commonly believed that science teachers rely on language that allows only minor flexibility when it comes to taking into account contrasting views and pupil thoughts. Too frequently science teachers either pose questions that target predefined answers or simply lecture through lessons, a major concern from a sociocultural perspective. This study reports the experiences of science student teachers when introduced to the Communicative Approach to science education drawing on dialogic teacher-talk in addition to authoritative teacher-talk. This approach was introduced to the students in an interventional teaching program running parallel to the student teachers' field practice. The practical implications of this approach during initial teacher education are the central focus of this study. The data consisting of videos of lessons and interviews indicate that the student teacher awareness of teacher-talk and alternative communicative options did increase. Student teachers reported greater awareness of the different functions of teacher-talk as well as the challenges when trying to implement dialogic teaching.

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Section: Research Questionsmentioning

confidence: 99%

Introducing Dialogic Teaching to Science Student Teachers

Lehesvuori¹,

Viiri²,

Rasku‐Puttonen³

2011

Journal of Science Teacher Education

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“…Teachers of Physical Sciences are expected to possess a sound knowledge of concepts about the periodic trends of physical properties of elements. From a constructivist perspective, teachers facilitate the learning process and guide students in their meaning making (Luera & Otto, 2005).…”

Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

“…As a theory of knowledge and learning, social constructivism views the teaching and learning context, students' prior knowledge and the interaction between student and the context as vital in informing teacher practice (Luera & Otto, 2005). Social constructivists believe that knowledge is a human product, and is socially and culturally constructed (Gredler, 2008).…”

Section: Theoretical Framework and Literature Reviewmentioning

confidence: 99%

“…Students are also encouraged to use their prior knowledge and experiences, answer questions formulated by them or posed to them for learning to occur. A student, therefore, requires deliberate effort to relate new knowledge to relevant concepts he/she already possess (Luera & Otto, 2005). To achieve this, students work collaboratively to ask questions, explore and assess what they already know.…”

Section: Theoretical Framework and Literature Reviewmentioning

confidence: 99%

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Reflections on Teaching Periodic Table Concepts: A Case Study of Selected Schools in South Africa

Mokiwa

2017

EURASIA J MATH SCI T

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The Periodic Table of Elements is central to the study of modern Physics and Chemistry. It is however, considered by teachers as difficult to teach. This paper reports on a case study exploring reflections on teaching periodic table concepts in five secondary schools from South Africa. Qualitative methodology of interviews and document analysis were used to collect data from five participants that were purposively selected. One specific research question was addressed: what practices inform Physical Sciences teachers when teaching periodic table of elements? Results showed that all participants were able to describe specific teaching and learning difficulties, such as relating the properties of substances to characteristics of the constituent particles. They further, recognised the importance of using models of atoms and molecules to promote understanding. These findings have implications for science teaching, learning and teacher education.

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“…Illustrating the five components of Tillotson's approach, pre-service elementary teachers develop and analyze pre-assessments of K-8 student knowledge about a specific science topic to identify prior student understanding; they create and teach two lessons to provide applicable scientific content, post-assess to determine the impact of their teaching and write a research journal style report describing their project. The AR assignment is more structured than a typical action research project in order to support the pre-service teachers, many whom have never conducted a literature review, created assessments linked to research, or completed an AR project (Luera & Otto, 2005).…”

mentioning

confidence: 99%