Engaging Science: Pre-Service Primary School Teachers’ Notions of Engaging Science Lessons

Newton, Douglas P.; Newton, Lynn D.

doi:10.1007/s10763-010-9244-1

Cited by 15 publications

(10 citation statements)

References 49 publications

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“…Other studies have aimed to explore the beliefs about creativity of pre-service student teachers who will become science teachers. For example, Newton and Newton (2011) explored the beliefs of 79 pre-service science teachers, and concluded that trainers hold simple and narrow beliefs about creativity in science. The participants focused on hands-on activities as a facilitator approach for nurturing creativity.…”

Section: Teachers' Beliefs About Creativitymentioning

confidence: 99%

Beliefs About Scientific Creativity Held by Pre-Service Science Teachers in the State of Kuwait

Alsahou¹,

Alsammari²

2019

IES

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Understanding teachers’ sentiments and views is a central goal of the educational research community; especially, understanding teachers’ beliefs which could be transferred to classroom practices. Teachers’ beliefs about creativity and how they can nurture it has been investigated in several studies, but there is a lack of studies exploring teachers’ beliefs about creativity in the science classroom. The current study aims to understand the beliefs of pre-service science teachers about scientific creativity, fostering creativity in the science classroom, the characteristics of creative students in science, and the encouraging and challenging factors. The research design has an exploratory nature based on a questionnaire consisting of 18 closed-ended questions and eight open-ended questions. 152 questionnaires were quantitatively and qualitatively analyzed. The results indicated that science is seen as a creative school subject. Participants view scientific creativity as original, useful, imaginative, and having empirical actions. Commitment, curiosity, enthusiasm, questioning, and experimenting are the characteristics of creative students in the science classroom. Other factors that encourage or hinder the process of nurturing scientific creativity were also identified. Implementations and suggestions for future study are also discussed.

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Section: Teachers' Beliefs About Creativitymentioning

confidence: 99%

Beliefs About Scientific Creativity Held by Pre-Service Science Teachers in the State of Kuwait

Alsahou¹,

Alsammari²

2019

IES

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“…The need to build better theoretical models about science engagement is, however, recognised (cf. Newton and Newton, 2011;Tytler and Osborne, 2012). Questions for further studies include: 1) what kind of variables influence a teacher's choice of specific instructional strategies in one science lesson 2) how do strategies chosen relate to long term autonomy supportive and structured teaching style?…”

Section: Resultsmentioning

confidence: 99%

“…Newton and Newton (2011) present two related to primary science. In the first, engagement refers to an involvement in a specific event, such as a lesson.…”

Section: Introductionmentioning

confidence: 99%

“…There is, nevertheless, a general lack of understanding of a teacher's role in science engagement (Tytler and Osborne, 2012) and in primary science in particular (Newton & Newton, 2011). Thus the aim of this study was to investigate how primary teachers´ autonomy-supportive and structured instructional behaviour in primary science class is related to students' engagement in science lesson.…”

Section: Introductionmentioning

confidence: 99%

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Primary Teachers’ Instructional Behavior as Related to Students’ Engagement in Science Learning

Timoštšuk

Jaanila

2015

Procedia - Social and Behavioral Sciences

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The aim of our study was to investigate how teachers´ instructional behavior in primary science class is related to pupils' engagement in science learning. We used observation and a questionnaire. We found that a balanced teaching style, rather than a dominance of either structured or autonomy supportive teaching, resulted in more engagement but that 38 per cent of pupils did not engage with science learning at all. This is a potentially important issue for teacher education: the importance of fostering engagement in science learning should be explored more and teacher education methodology in the field of science improved.

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“…The duration of the audio recordings of the discourse events during the lessons signify the enduring nature of the students' engagement (Fielding-Wells and Makar;Newton and Newton, 2011) and shows how they created knowledge and shared ideas (van Zee et al, 2001; Nuffield Foundation) in a supportive learning environment. By assigning roles to each other, they take ownership of their learning (Blanchard, 2008;Cowie et al, 2011) in a way that encourages student talk in lessons (See, e.g.…”

Section: Lesson Observation: Discussionmentioning

confidence: 99%

Towards a pedagogy of science teaching: an exploration of the impact of students-led questioning and feedback on the attainment of Key Stage 3 Science students in a UK school

Magaji

Ade-Ojo

Betteney

2018

International Journal of Science Education

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This mixed method study investigated the extent to which the use of a model built around student-led questioning and feedback improved the learner engagement and attainment of a cohort of students. It compared outcomes from an experimental with a control group of students in Key-Stage 3 using a set of parameters. It found that the experimental group, who were taught using this model, showed improvements in engagement and attainment when compared to the control group. A model of discourse was proposed to help students take ownership of their learning and offered as a means of helping to transform science teachers' classroom pedagogy.

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Engaging Science: Pre-Service Primary School Teachers’ Notions of Engaging Science Lessons

Cited by 15 publications

References 49 publications

Beliefs About Scientific Creativity Held by Pre-Service Science Teachers in the State of Kuwait

Beliefs About Scientific Creativity Held by Pre-Service Science Teachers in the State of Kuwait

Primary Teachers’ Instructional Behavior as Related to Students’ Engagement in Science Learning

Towards a pedagogy of science teaching: an exploration of the impact of students-led questioning and feedback on the attainment of Key Stage 3 Science students in a UK school

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