Field‐based clinical experiences in science teacher education

Lunetta, Vincent N.

doi:10.1002/sce.3730590411

Cited by 5 publications

(3 citation statements)

References 2 publications

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“…One suggested change calls for science courses that combine content and methods (NRC, 1996;Prestt, 1982;Yager & Penick, 1990). Other recommended changes include experience with a variety of teaching experiences (Lunetta, 1975;Sunal, 1980) along with an emphasis on improving science teachers' attitudes regarding science teaching (Cox & Carpenter, 1989). Richardson (1996) claimed that beliefs must be a focus for preservice instruction because teachers' incoming beliefs strongly influence what and how they learn.…”

Section: Introductionmentioning

confidence: 99%

The impact of a standards-based science course for preservice elementary teachers on teacher attitudes toward science teaching

Minger

Simpson

2006

J Elem Sci Edu

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This study reports on the measured change in the attitude of students toward teaching science as a result of their experiences in an elementary activity-based science course for preservice elementary teachers. Overall, the students in this study showed a positive shift in attitude as measured by the Revised Science Attitude Scale instrument that was administered at the beginning and the end of the semester. When the researchers looked at specific subscales within the instrument, one of the four subscales did not show a statistically significant change in attitude. The course is required for all elementary preservice teachers.

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Section: Introductionmentioning

confidence: 99%

The impact of a standards-based science course for preservice elementary teachers on teacher attitudes toward science teaching

Minger

Simpson

2006

J Elem Sci Edu

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“…At the University of Iowa, for example, we have constructed our science teacher education program (Iowa-UPSTEP) around a series of varied, field-based, clinical experiences [7]. The use of the clinical experience in teacher education can provide a convenient means to combine the skills and perspective of the university with the realism of the schools and with the special skills and insights of those teachers who are able to work with us.…”

Section: Hope Into Practice-some Thoughts On Science Teaching and Teamentioning

confidence: 99%

Spring of Hope

Lunetta

1976

Science Education

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“…Currently, Iowa-UPSTEP revolves around a series of varied, field-based, clinical experiences providing a means to combine the skills and perspectives of the university with the realism of the public schools (Lunetta, 1975). This program offers students relevant and practical science education experiences throughout their undergraduate years.…”

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confidence: 99%

Evaluation of a model science teacher education program

Krajcik

Penick

1989

J Res Sci Teach

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This study assessed the effectiveness of one science teacher education program designed to be a model program. The study provided evidence that preservice science teacher education can have a very positive effect on the development of preservice science teachers into effective practicing teachers. Thirty program graduates completed a pilot version of the 1985 National Survey of Science and Mathematics Education providing information on course objectives, teaching strategies, equipment use, time allocation, and textbook use. The responses of program graduates were compared to the responses of a select national sample of teachers. All teachers in the comparison group were from programs in the Search for Excellence in Science Education, Presidential Award winners, recognized as outstanding state science teachers, employed as department chairs, or actively involved in the development of science curriculum. Analysis of the responses indicated that both program graduates and comparison group teachers had similar course objectives and teaching strategies, used materials and equipment a similar amount of time, and allocated class time in similar ways. In another component of the study, students of 37 program graduates completed a questionnaire that assessed their attitudes toward science teachers, science classes, and the study of science. Analysis of attitudinal data from their 2871 students indicated that students of program graduates generally had positive attitudes. For instance, 89% of the students perceived their science teacher as asking questions and 80%

show abstract

Field‐based clinical experiences in science teacher education

Cited by 5 publications

References 2 publications

The impact of a standards-based science course for preservice elementary teachers on teacher attitudes toward science teaching

The impact of a standards-based science course for preservice elementary teachers on teacher attitudes toward science teaching

Spring of Hope

Evaluation of a model science teacher education program

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