Investigating the Impact of a Practicum Experience in an Aquarium on Pre‐service Teachers

Anderson, David R.; Lawson, Bethan; Mayer‐Smith, Jolie

doi:10.1080/10476210601017527

Cited by 63 publications

(38 citation statements)

References 10 publications

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“…Goal 3: Promote the preservice teachers' personal growth 10 References: Anderson et al (2006), Dawson (2006), West et al (2006), Hammerness (2006), Iliyan and Toren (2006), Lee and Wu (2006), Mewborn (1999), Penso (1997), Reichenberg (1998), Tang (2003).…”

Section: Goalsmentioning

confidence: 98%

“…Subgoal 2: To develop the preservice teachers' domain and didactical knowledge 13 References: Almarza (2005), Anderson et al (2006), Ariav and Clinard (2001), Beck and Kosnik (2000), Dinsmore and Wegner (2006), Doppen (2007), Ewart and Straw (2005), Goodnough et al (2009), Hammerness (2006, Hayes (2002), Tang (2003), Lomeli et al (2006), Weinberger (2006).…”

Section: Goalsmentioning

confidence: 98%

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The practicum in preservice teacher education: a review of empirical studies

2013

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This literature review presents a systematic analysis of 113 empirical studies conducted between 1996 and 2009, portraying a picture of the rationales, goals, activities, roles, and outcomes in the different practicum settings in teacher education programs. The review shows that the rationale, goals, and activities in the different practicum settings are focused on teaching competencies and acquaintance with the pupils' diversity. The supervisors' role is focused mainly on the preservice teachers' inner world, and only few studies examined school students' achievements as a result of preservice teachers' instruction. The individual relationships between mentors, supervisors, and preservice teachers were attended by tension and conflicts ensuing from different interests, educational philosophies, and status differences that were not bridged. Preservice teachers' acquaintance with staff and principals at the host school were a negligible part of the practicum descriptions. The discussion will portray two kinds of asymmetric relations between the host schools and the teacher education programs, and one kind of symmetric relations emerging from the descriptions of the practicum. The implications will suggest a broader view of the practicum, designing a new teacher education program embedded in school organizational culture.

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Section: Goalsmentioning

confidence: 98%

Section: Goalsmentioning

confidence: 98%

The practicum in preservice teacher education: a review of empirical studies

2013

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“…Por lo anterior, en muchas de las exhibiciones producidas en los últimos años se toma cada vez más en cuenta al público, de manera que ha aumentado la legibilidad de sus cédulas, han disminuido los textos, cada vez se hace más evaluación, y el contenido de las exhibiciones refleja día a día el conocimiento de los visitantes y sus intereses. Muchas de las características mencionadas de los museos de ciencias han hecho pensar e incluso afirmar a algunos autores (Anderson et al, 2006) que existe la posibilidad de constituir excelentes recursos educativos para la práctica docente, ya sea como complemento o como apoyo a la enseñanza escolarizada. Así mismo se ha afirmado que la educación escolarizada puede beneficiarse de la educación extraescolar (Rennie y Johnston, 2004).…”

Section: Los Museos Como Medios De Comunicación De La Cienciaunclassified

“…Más aún, Anderson et al (2006) argumentan que los programas que conectan la llamada educación cientifica informal con la formal pueden modificar las visiones de la ciencia que tienen los maestros en formación, especialmente en cuanto a su enseñanza y aprendizaje. Pero también apuntan que los ambientes de aprendizaje informal, como los zoológicos, los jardines botánicos, y sobre todo los museos de ciencia, pueden resultar de ayuda para generar confianza en los futuros docentes, lo anterior aunado a que estos espacios les ofrecen diversos recursos para suplementar el aprendizaje de la ciencia que ocurre en la escuela formal.…”

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Museos de ciencias, escuelas y profesorado, una relación a revisarse

Mora¹

2013

Rev_Eureka_ensen_divulg_cienc

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[Recibido en junio de 2012, aceptado en marzo de 2013] La importancia que se ha dado a la búsqueda de la cultura científica para la formación de ciudadanos informados ha trascendido a la escuela formal y se ha extendido a las instancias de educación informal, entre las que destacan los museos de ciencias. Debido a las características de estos espacios, entre las que se encuentra la exhibición de algunos objetos, pero principalmente de equipos interactivos que permiten vivir las ideas, fenómenos y procesos científicos, y de exposiciones temáticas que actualmente se inclinan hacia una postura crítica, es que los museos de ciencia parecieron ser lugares para apoyar o complementar la enseñanza formal de las ciencias. Pero la realidad ha mostrado que cuando las escuelas visitan el museo, el aprendizaje que en estos ocurre es de naturaleza afectiva (motivacional) más que cognitiva, y que la complicada logística y la organización de las visitas, aunada al desconocimiento del ambiente educativo informal o de las características de los eventos extraescolares (out of school) por parte de los docentes, parecen indicar que no todos los resultados de esta opción educativa propician el aprendizaje con la formalidad que la escuela demanda. Así que, salvo para las escuelas que carecen de recursos materiales para el estudio de la ciencia, se empieza a mirar con reservas la posibilidad de que los museos de ciencias sean las herramientas idóneas para el aprendizaje de estas disciplinas, mientras no se superen muchas de las dificultades enumeradas en este artículo. Lo que sí se ha visto como opción exitosa en la relación museoescuela es aprovechar los museos de ciencia para la formación y capacitación del profesorado.Palabras clave: Cultura científica; Aprendizaje informal; Educación extraescolar; Museos de ciencia. Museums, schools and teachers: a relationship to be reviewedThe importance given to the pursuit of a scientific culture for the formation of informed citizens, has transcended the formal school and has spread to institutions of informal education, among which are science museums. These spaces display objects, but mainly, interactive equipment that permit visitors to live ideas, phenomena and scientific processes. Science museums also develop thematic exhibitions that nowadays tend to adopt a critical position. All these characteristics have pretended to consider science museums as places to support or supplement the formal teaching of science. But reality indicates that when schools visit the museum, the learning that occurs there is of affective (motivational) rather than cognitive nature; and that the complicated logistics and organization of the visits, plus the lack of knowledge by teachers of the informal educational environment and the extracurricular events (out of school) features, seems to indicate that the results of this educational option, do not produce the kind of learning expected by formal schooling. So, except for schools that lack resources for the study of science, the common idea that science muse...

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“…it is emphasized that they do not/ can not organize many trips to informal learning environments (Anderson, Bethan & Mayer-Smith, 2006;Anderson, Kisiel & Mayer-Smith, 2006;Bowker, 2004;Ferry, 1993;Griffin & Symington, 1997;Kisiel 2003;Kisiel, 2013;Michie, 1998;Olson, Cox-Petersen & Mc Comas, 2001). For example, DeWitt and Storksdieck (2008) conducted their work in the context of organized school trips and in their own real environment, with teacher and guides.…”

Section: Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimentioning

confidence: 99%

Investigation of the Preservice Science Teachers’ Astronomy Conceptions via Planetarium Trip

Özcan¹,

Yılmaz²

2018

Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi

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-Today's educational and teaching activities comprise of the planned learning environments, including the informal learning environments and the field trips planned to be made to these environments (planetarium, museum, zoo, etc.), continuing for the whole life in a manner using all the available resources. In such activities, the teachers play a key role. The objective of the study within this context is to reveal the definitions and knowledge levels of the preservice science teachers (PSTs), including their opinions on planetarium and the contribution to science and astronomy education with preliminary and final tests with regards to the trip made to the planetarium, which is accepted to be as an environment for informal learning environments. The preliminary test of the study, where the phenomenological pattern was used as one of the qualitative research methods was fulfilled with 29 preservice science teachers (24 female, 5 male), while the final test process was fulfilled with 44 preservice science teachers (33 female, 11 male). The Planetarium Trip Survey Form (PTSF), developed by the researchers and comprising of open-ended questions was used as the preliminary-final tests. At the end of the research, positive changes were observed on the concepts of planetarium trip and the astronomy for the preservice science teachers, as well as providing suggestions for the respective research and the researchers, who plan to carry out similar studies.

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Investigating the Impact of a Practicum Experience in an Aquarium on Pre‐service Teachers

Cited by 63 publications

References 10 publications

The practicum in preservice teacher education: a review of empirical studies

The practicum in preservice teacher education: a review of empirical studies

Museos de ciencias, escuelas y profesorado, una relación a revisarse

Investigation of the Preservice Science Teachers’ Astronomy Conceptions via Planetarium Trip

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