Dilemmas of Teaching Inquiry in Elementary Science Methods

Newman, William J.; Abell, Sandra K.; Hubbard, Paula D.; McDonald, James Tarleton; Otaala, Justine; Martini, Mariana

doi:10.1023/b:jste.0000048330.07586.d6

Cited by 87 publications

(73 citation statements)

References 18 publications

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“…ETCs exhibit many characteristics and these are well identified in the literature (e.g., Bleicher, 2006;Crowther & Bonnstetter, 1997;Newman, Abell, Hubbard, McDonald, Otaala, & Martini, 2004). ETCs enter the science methods course with formal preparation from only two or three courses in the life sciences and physical sciences during secondary school or university studies; therefore, it is likely they lack sufficient subject matter background.…”

Section: Working Definition Of Elementary Teacher Candidates (Etcs)mentioning

confidence: 98%

Learning Experiences and Practices of Elementary Teacher Candidates on the Use of Emerging Technology: A Grounded Theory Approach

Bahng

Lee

2017

iejee

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The purpose of this study is to understand the phenomenon of the "professional journey" of elementary teacher candidates (ETC) both as learners and as teachers by exploring their learning experiences and practices regarding the virtual reality (VR) platform called Second Life (SL). Using the grounded theory approach, we designed an insider-led work-based study, synthesizing an outsider perspective. We collected data from 229 ETCs enrolled in science methods course over three academic years including semi-open ended reflective questionnaire, science journal notebooks, 5E science lesson plans, peer teaching classroom observations, and instructor's semester notebooks. Results indicate that as a VR platform, SL provided unique learning experiences that encourage discovering, problem solving, or accidental learning for these mostly first-time user ETCs. Three themes emerged in terms of perceptions of integrating VR into science teaching: (1) skeptical integrators (29%), (2) observant integrators (59%), and (3) innovative integrators (12%). However, none of the ETC collaborative groups integrated a VR platform during their 5E science lesson planning activities, demonstrating the gap between learning experiences and practices. Finally, we converged analysis results with related literature to develop a theory. This study contributes to the discussions on preparing teachers for the 21st century in which all will live in a technology-accelerated society.

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Section: Working Definition Of Elementary Teacher Candidates (Etcs)mentioning

confidence: 98%

Learning Experiences and Practices of Elementary Teacher Candidates on the Use of Emerging Technology: A Grounded Theory Approach

Bahng

Lee

2017

iejee

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“…São elas: engajamento dos estudantes na atividade, priorização de evidências, formulação de explicações para as evidências, articulação das explicações ao conhecimento científico, comunicação e justificação das explicações. As características aqui mencionadas são compatíveis com as apresentadas por alguns autores como, por exemplo, Newman et al (2004), quanto à necessidade do engajamento nas atividades, Watson, Swain e Mc Robbie (2004) e Newman et al (2004), relativo à priorização de evidências, Gil-Pérez e Valdés Castro (1996) quanto à formulação de explicações sobre o fenômeno em estudo, articulação das explicações dos alunos ao conhecimento científico e comunicação dessas explicações, Del Carmen (1988); Zabala (1992); Gil-Perez (1993); Rodríguez e León (1995), quanto à comunicação dos resultados.…”

Section: Marco Teóricounclassified

Atividades de investigação e a transferência de significados sobre o tema educação alimentar no ensino fundamental

Zômpero

Figueiredo

Garbim

2017

Ciênc. educ. (Bauru)

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Resumo: O objetivo deste estudo acerca da aprendizagem conceitual no ensino de Ciências foi analisar a transferência de significados das atividades de investigação envolvendo a Educação Alimentar. Inicialmente utilizamos atividades para levantamento dos conhecimentos prévios dos estudantes e posteriormente aplicamos uma sequência didática com cinco atividades investigativas referentes à alimentação aos alunos do nono ano do Ensino Fundamental. As atividades investigativas foram elaboradas com base na abordagem do National Research Council e desenvolvidas uma vez por semana. Após esse período aplicamos quatro atividades com situações-problema desafiadoras para averiguarmos se houve a transferência dos conhecimentos das atividades investigativas para novas situações. Comparando os dados obtidos no levantamento dos conhecimentos prévios com os resultados da transferência, foi possível perceber que os estudantes apresentaram desempenho satisfatório quanto à diferenciação entre os conceitos de alimentos e nutrientes e vitaminas e minerais, além da compreensão das funções de alguns minerais para o organismo.Palavras-chave: Educação alimentar. Ensino fundamental. Transferência de significados. Atividade investigativa. National Research Council. Abstract:The aim of this study on conceptual learning in science teaching is to analyze scientific inquiry based on the subject Food Education and its transfers of meaning. Initially, survey activities were conducted in order to recognize prior knowledge of students and later, ninth grade students of Elementary School had contact with a didactic sequence of five investigative activities related to the subject. Inquiry was based on National Research Council references and conducted weekly. After that, four challenging activities containing problem situations were applied in order to investigate if transfers of meaning from inquiry to the new situations occured. Comparing the data obtained, it was possible to see that students had a satisfactory performance when they had to distinguish concepts related to food, nutrients, vitamins and minerals. These were better understood than some minerals and their functions in the body.

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“…A review of literature on inquiry-based instruction displayed a number of empirical research findings on the importance of systematic inquiry (Schulz & Mandzuk, 2005;Van der Linden, Bakx, Ros, Beijaard & Vermeulen, 2012), providing sufficient inquiry-based learning experiences (Newman et al, 2004), the contribution to professional development (Schulz and Mandzuk, 2005;Pendry and Husbands, 2000), gaining research knowledge and skills (Schulz & Mandzuk, 2005;Sozbilir, 2007;Van der Linden et al, 2012), student teachers' developing understandings of scientific inquiry process (Haefner, 2004;Richardson and Liang, 2008), student teachers' getting motivated to do research (Sozbilir, 2007), involving student teachers in active and student-centred learning (Spronken-Smith, Bullard, Ray, Roberts, & Keiffer, 2008), the necessity of developing more collaborative research projects (Gitlin, Barlow, Burbank, Kauchak, & Stevens, 1999).…”

Section: Inquiry In Teacher Educationmentioning

confidence: 99%

“…The review of literature also showed that a number of studies were conducted on the student teachers studying in the pre-service (Gitlin et al, 1999;Haefner, 2004;Joram, 2007;Newman et al, 2004;Richardson & Liang, 2008;Van der Linden et al, 2012) and elementary (Volkmann, Abell & Zgagacz, 2005) and secondary science teacher education programs (Crawford, Zembal-Saul, Munford, & Friedrichsen, 2005) and with the student teachers studying history (Pendry and Husbands, 2000), geography (Spronken-Smith et al, 2008), chemistry and biology (Sozbilir, 2007), and science (Demir & Abell, 2010).…”

Section: Inquiry In Teacher Educationmentioning

confidence: 99%