2000
DOI: 10.1002/(sici)1098-237x(200001)84:1<43::aid-sce4>3.0.co;2-f
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Understanding the learning cycle: Influences on abilities to embrace the approach by preservice elementary school teachers

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Cited by 81 publications
(57 citation statements)
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“…Science education research reveals that various factors associated with science courses contribute to science teaching self-efficacy, both science methods courses and science content courses (Bleicher & Lindgren, 2005;Cantrell, Young, & Moore, 2003;Palmer, 2006;Schoon & Boone, 1998;Settlage, 2000). The difference between science methods courses and science content courses is the aim of the course; science methods courses aim to instruct pre-service teachers on the skills needed to teach science, such as relevant teaching strategies, assessment of students' science knowledge and application of classroom management techniques, while science content courses aim to instruct them about science itself.…”
Section: Pre-service Teachers' Science Teaching Self-efficacymentioning
confidence: 99%
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“…Science education research reveals that various factors associated with science courses contribute to science teaching self-efficacy, both science methods courses and science content courses (Bleicher & Lindgren, 2005;Cantrell, Young, & Moore, 2003;Palmer, 2006;Schoon & Boone, 1998;Settlage, 2000). The difference between science methods courses and science content courses is the aim of the course; science methods courses aim to instruct pre-service teachers on the skills needed to teach science, such as relevant teaching strategies, assessment of students' science knowledge and application of classroom management techniques, while science content courses aim to instruct them about science itself.…”
Section: Pre-service Teachers' Science Teaching Self-efficacymentioning
confidence: 99%
“…Science methods courses can have a positive impact on self-efficacy for teaching, especially when the program takes into account the four main influences on selfefficacy (Cantrell et al, 2003;Settlage, 2000). Settlage (2000) measured selfTeacher Training and Pre-service Primary Teachers' Self-Efficacy efficacy for teaching before and after participation in a methods course.…”
Section: Pre-service Teachers' Science Teaching Self-efficacymentioning
confidence: 99%
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“…Briefly, these studies revealed that the majority of students at all grade levels hold misconceptions about plant nutrition, the role of water in plants, the role of leaves in plants, gas exchange, autotrophy, the definition and importance of photosynthesis, the role of light in photosynthesis, the role of chlorophyll in photosynthesis, the relationship between food and energy, and the nature of respiration and energy transformation. For example, Stavy et al [4] found a well known confusion between photosynthesis and respiration in plants in Israeli students (aged [13][14][15]. More than 60% of their sample regarded photosynthesis as a type of respiration.…”
mentioning
confidence: 99%
“…This is the time in which the teacher connects student experiences to the target science concept including the identification of scientific vocabulary. Once the concept has been labeled, students engage in additional activities in which they apply their recently formed understandings to new situations [15]. Research has documented the effectiveness of this instructional model that has widespread applicability to a variety of grade levels and course materials [16,17].…”
mentioning
confidence: 99%