Making Science Relevant: The Experiences of Prospective Elementary School Teachers in an Innovative Science Content Course

McLoughlin, Andrea Sabatini; Dana, Thomas M.

doi:10.1023/a:1009410130218

Cited by 12 publications

(6 citation statements)

References 16 publications

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“…These students gave overall positive responses in the subscales of Science Equipment and Time to Teach. These results concerning confidence in their ability to be teachers of science and their ability to successfully use activities support the findings of those researchers who looked at specialty courses developed for elementary preservice teachers (Hall, 1992;Kramer, 1979Kramer, , 1988McLoughlin, & Dana, 1999). The researchers believe that a very slight shift to a more negative attitude for item 11. may relate to the amount of time these students see is required by the faculty to prepare, organize, and maintain the materials needed to teach hands-on science in the classroom.…”

Section: Discussionsupporting

confidence: 80%

“…These courses would adopt a less-is-more emphasis and be developed by teams of scientists and educators. McLoughlin and Dana (1999) reported on their investigation of a course with the features Loucks-Horsley et al (1989) described. They found that when concepts were framed within a context of science and pedagogy, student learning was most meaningful.…”

Section: Introductionmentioning

confidence: 99%

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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: Discussionsupporting

confidence: 80%

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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“…• using a constructivist epistemology, requiring that learners are active in the knowledge-building process (McLoughlin & Dana, 1999).…”

Section: Literature Reviewmentioning

confidence: 99%

“…• implicitly learning about instructional strategies, such as through implementing scientific practices like inquiry (Bergman & Morphew, 2015;Cochran-Smith & Villegas, 2016;Knaggs & Sondergeld, 2015). • explicitly presenting instructional strategies and addressing issues regarding different approaches to teaching (McLoughlin & Dana, 1999). • using a variety of ways, building on the premise that teachers tend to teach in the same way in which they learned the content.…”

Section: Literature Reviewmentioning

confidence: 99%

A Case Study of Specialized Science Courses in Teacher Education and Their Impact on Classroom Teaching

Sæleset

Friedrichsen

2021

Journal of Science Teacher Education

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Specialized science courses (SSCs) integrate content knowledge (CK) with pedagogical content knowledge (PCK) and prepare pre-service teachers (PSTs) for reform-oriented teaching. Studies of individual SSCs report positive short-term outcomes, including an increase in self-efficacy and CK. However, few studies explore the longer-term impact of SSCs on classroom teaching. We carried out an exploratory case study of three PSTs from a Norwegian teacher education program that included SSCs. In the context of their field practicum, we compared PSTs' teaching of topics taught in SSCs (aligned lessons) with topics not taught in SSCs (unaligned lessons). Data collection consisted of field observations of one aligned and one unaligned lesson as well as stimulated recall interviews based on video recordings. In our analyses, we compared PSTs use of instructional strategies in aligned and unaligned lessons and how their knowledge for teaching informed these instructional decisions. We found that SSCs supported PSTs in using more topic-specific instructional strategies when teaching aligned lessons. In the aligned lessons, their teaching was better informed by knowledge of students' understandings in science. We also examined PSTs' perceptions of how they drew upon SSCs in their classroom teaching. They reported that SSCs had a major impact on their CK, PCK and self-efficacy for science teaching. Through this study, we provide unique insights into how PSTs draw on SSCs in their classroom teaching. We include implications for further research and the design of SSCs.

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“…On the other hand, those courses which combined content and pedagogy were far more likely to enhance their learning of science and their attitudes towards it. For example, McLoughlin and Dana (1999) trialed a primary science content/methods course and found that the students felt that the combination of content and methods made the course more relevant to their studies in teacher preparation and helped them to gain the confidence to teach the subject. Ginns and Watters (1999) studied the needs of beginning primary school teachers in science and concluded that science courses in preservice programs must provide more authentic practices and experiences, and be the source of credible role models for participants.…”

Section: Issues In Primary Teacher Education In Sciencementioning

confidence: 99%

Practices and Innovations in Australian Science Teacher Education Programs

Palmer

2007

Res Sci Educ

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This paper reports part of a larger study which was designed to investigate current practices in initial teacher education programs in Australia. The main data collection was by telephone interviews, which were carried out with science education specialists and program coordinators at all institutions which offer primary teacher education or secondary science teacher education. The interviews focused on practices in relation to program structures, science content studies, science methods studies and links to science-related school projects or to science business/industry. A large number of innovative practices were described. In addition, several case studies were carried out, which focused on particular innovations. The study identified several aspects of science teacher education which were of concern. This paper reports on part of a study (Lawrance and Palmer 2003) published by the Department of Education, Science and Training. The main purpose of the study was to investigate current practices and innovations in initial teacher education, with a view to informing future program development. The study was influenced by the belief that society of the twenty-first century will need not only people specifically trained for science-based industries, but will need all its members to have a reasonable grasp of scientific literacy to live in a technologically advanced world (Laugksh 2000). Teachers skilled in the sciences, and skilled in engaging students in learning in these fields, will become increasingly important in satisfying the need for a solid, broad-based education inclusive of the sciences. With such a strong reliance placed on teachers, it is necessary that education of those teachers be of the highest standard (Wright 1998). One way to encourage high standards is to describe and disseminate ideas for innovative practices; and another way is to identify aspects of current practice which could be improved upon. These were the two aims of the project.

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Making Science Relevant: The Experiences of Prospective Elementary School Teachers in an Innovative Science Content Course

Cited by 12 publications

References 16 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

A Case Study of Specialized Science Courses in Teacher Education and Their Impact on Classroom Teaching

Practices and Innovations in Australian Science Teacher Education Programs

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