Towards creating effective learning environments for science teachers: the role of a science educator in the tertiary setting

Pre-Service Elementary Teachers' Perceptions of Factors in an Holistic Methods Course Influencing their Confidence in Teaching Science

“…Learning environments need to be positive and supportive to minimise anxiety and encourage freedom to experiment and verbalise opinions. This should include a variety of authentic teaching methods that concentrate on student-centred cooperative learning experiences that make connections with prior knowledge, which are supported by constant feedback to allow for the development of science and pedagogy, and increased beliefs and attitudes to science and self, (Hardy & Kirkwood, 1994;Mulholland & Wallace, 1994;Huinker & Madison, 1997;Watters & Ginns, 1997;Rice & Roychoudhury, 2003). This environment should also model a culture of learning science, where both science and the teaching of science is valued (Watters & Ginns, 2000).…”

“…The most powerful influence on increasing the students' confidence was found to be the modeling that the teacher used, which included effective science teaching strategies, behaviours that contributed to a positive learning environment, and enthusiasm for science and science teaching. Other studies have also highlighted the importance of the science teacher educator in developing trust, affirming the validity and value of the students' current knowledge, allowing control by the students of their learning and modeling the role of a learner (Hardy & Kirkwood, 1994), making the course a positive experience and providing verbal encouragement (Huinker & Madison, 1997), and taking on the role of facilitator, listener, and coach (Watters & Ginns, 1997).…”

“…This can be achieved by providing opportunities, expectations and scaffolding to support the development of reflection (Campoy, 2000). The preservice teacher must also be given opportunities to reflect on and articulate their own learning experiences and processes (Hardy & Kirkwood, 1994) and challenges to encourage them to think in a different manner (Kagan, 1992). Just as reflective practice enhances professional practice (Shireen Desouza & Czerniak, 2003), learning to reflect on science beliefs, attitudes, feelings and actions is a precursor to improving science teaching and learning.…”

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

“…Although beliefs about effective classroom behaviours are not the only things which shape teaching, being able to change these when appropriate is at least useful (Hardy & Kirkwood, 1994). It is essential if they are to engage children in scienceparticularly when novel, direct experience is not possible or appropriate -and so avoid the effects noted by Murphy and Beggs (2003) when engagement fails.…”

Some student teachers’ conceptions of creativity in school science

“…Do such beliefs matter? Hardy and Kirkwood (1994) argue that only through deepseated change in teachers' beliefs, values and feelings about learning and teaching will their practices change. Some studies, however, find little relationship between teachers' conceptions of the nature of science and their teaching (e.g.…”