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Journal of Science Teacher Education

Erschienen in:

01.06.2011

A Study of Teacher Candidates’ Experiences Investigating Global Climate Change Within an Elementary Science Methods Course

verfasst von: Emily Hestness, J. Randy McGinnis, Kelly Riedinger, Gili Marbach-Ad

Erschienen in: Journal of Science Teacher Education | Ausgabe 4/2011

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Abstract

We investigated the inclusion of a curricular module on global climate change in an Elementary Science Methods course. Using complementary research methods, we analyzed findings from 63 teacher candidates’ drawings, questionnaires, and journal entries collected throughout their participation in the module. We highlighted three focal cases to illustrate the diversity of participants’ experiences. Findings suggest potential positive impacts on teacher candidates’ content understanding related to global climate change, confidence to teach, and awareness of resources to support their future science instruction. Recommendations for science teacher education underscore the importance of providing opportunities for teacher candidates to increase their relevant content understanding, helping teacher candidates become familiar with appropriate curricular resources, and engaging in ongoing conversation and evaluation of developing views and understandings related to global climate change.

Vorheriger Artikel Investigating the Use of Vicarious and Mastery Experiences in Influencing Early Childhood Education Majors’ Self-Efficacy Beliefs

Nächster Artikel Preparing for the Plunge: Preservice Teachers’ Assessment Literacy

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Titel: A Study of Teacher Candidates’ Experiences Investigating Global Climate Change Within an Elementary Science Methods Course
verfasst von: Emily Hestness
J. Randy McGinnis
Kelly Riedinger
Gili Marbach-Ad
Publikationsdatum: 01.06.2011
Verlag: Springer Netherlands
Erschienen in: Journal of Science Teacher Education / Ausgabe 4/2011
Print ISSN: 1046-560X
Elektronische ISSN: 1573-1847
DOI: https://doi.org/10.1007/s10972-011-9234-3

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