Elements of improvement in secondary science teacher preparation

Saunders, Walter; Eastmond, Nick; Camperell, Kay

doi:10.1007/bf02614615

Journal of Science Teacher Education

1994

DOI: 10.1007/bf02614615

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Elements of improvement in secondary science teacher preparation

Walter Saunders¹,

Nick Eastmond²,

Kay Camperell³

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Cited by 3 publications

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“…In their study, other teachers helping to develop the state science and mathematics benchmarks agreed with the most popular items on this list. In addition, while redesigning a science methods course, Saunders, Eastmond, and Camperell (1994) asked Presidential Award winning secondary science teachers for recommendations related to hands‐on laboratory teaching. The present study differs from these, and adds to the research base, in that it gave teachers the opportunity both to rate the importance of a prespecified list of potential methods course topics and to suggest other salient topics.…”

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confidence: 99%

Preparing Science Teachers in an Era of Reform: Practitioners' Perspectives of Methods Courses

Letts

Bailey

Scantlebury

1997

School Sci & Mathematics

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With recent national calls for the reform of science education have come standards that delineate not only science content but also assessment, pedagogy, and teachers’ professional development. If teachers must teach science differently, then teacher preparation must change. This study asked 31 inservice secondary science teachers to complete a survey about topics for inclusion in a secondary science methods course. Respondents ranked a list of prespecified topics and had an opportunity to suggest other topics for inclusion in the course. Results showed that the majority of prespecified potential topics were judged important enough by these teachers to warrant inclusion in a methods course, though no individual added topic appeared on more than two surveys. Results demonstrate that these teachers believe teaching many of the traditional topics in science methods courses is still needed. In addition, they advocated the inclusion of several topics that either represent recent technological and theoretical advances, or longstanding ideas that have recently received considerable attention.

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confidence: 99%

Preparing Science Teachers in an Era of Reform: Practitioners' Perspectives of Methods Courses

Letts

Bailey

Scantlebury

1997

School Sci & Mathematics

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Researching Science Teacher Pedagogical Content Knowledge

Nezvalová

2011

PEC

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Pedagogical content knowledge (PCK) has been embraced as a way of describing the knowledge possessed by teachers and developing models of science teacher education. We try to analyse the possibility of improving quality of science teacher training on the basis of PCK development. The Taxonomy of PCK Attributes addresses the distinctions within and between the knowledge bases of various disciplines, science subjects and science topics. The concept of PCK conceived by Shulman (1986) embraces the idea that successful teachers have a special understanding of content knowledge and pedagogy which they draw on in teaching that content. Over the past two years we researched the pedagogical content knowledge (PCK) of pre-service and experienced Czech science teachers. The aim has been to capture, document and share teachers' PCK about specific science topics in ways that may be accessible to teachers and researchers involved in science education. One of the tasks of the science teacher is to help students to understand some of the content knowledge of science. In doing so, Shulman (1986; 1987) posited that teachers make use of pedagogical content knowledge (PCK), a special kind of knowledge that teachers have about how to teach particular content to particular students in ways that promote understanding. We are more interested in finding ways of helping pre- and in-service teachers to improve their practice. Key words: pedagogical context knowledge (PCK), science teachers, general PCK, subject-specific PCK, domain-specific PCK, topic-specific PCK, taxonomy of PCK attributes.

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Teachers Doing Science: An Authentic Geology Research Experience for Teachers

Hemler

Repine²

2006

Journal of Geoscience Education

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Elements of improvement in secondary science teacher preparation

Cited by 3 publications

References 3 publications

Preparing Science Teachers in an Era of Reform: Practitioners' Perspectives of Methods Courses

Preparing Science Teachers in an Era of Reform: Practitioners' Perspectives of Methods Courses

Researching Science Teacher Pedagogical Content Knowledge

Teachers Doing Science: An Authentic Geology Research Experience for Teachers

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