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Journal of Science Teacher Education
Published in: Journal of Science Teacher Education 1/2006

01-03-2006

Exploring the Use of Cases and Case Methods in Influencing Elementary Preservice Science Teachers' Self-Efficacy Beliefs

Authors: Susan Yoon, Erminia Pedretti, Larry Pedretti, Jim Hewitt, Kirk Perris, Roland Van Oostveen

Published in: Journal of Science Teacher Education | Issue 1/2006

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Abstract

In this study, we hypothesize that cases demonstrating exemplary practice in the science classroom can be used as a source for learning content and pedagogical skills that will improve teachers' self-efficacy beliefs. Twelve preservice elementary science teachers are followed as they participate in a case and case method activity illustrating the Grade 7 topic of robotics and fluids. While there was little evidence to show improvements in content knowledge, results indicate that the case acted as a boundary object for brokering between individual experiences and those found in the science teaching community by scaffolding for multiple points of entry, bridging the theory practice gap and offering beginning teachers more immediate access to the community of already practicing teachers.
previous article Teacher Research Experiences, Partnerships With Scientists, and Teacher Networks Sustaining Factors From Professional Development
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Footnotes
1
An educational case method is a set of activities designed to engage learners (for various purposes and in different ways) in a “case” that, in turn, is a representation of a real educational phenomenon (e.g., a teaching and learning event).
 
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Metadata
Title
Exploring the Use of Cases and Case Methods in Influencing Elementary Preservice Science Teachers' Self-Efficacy Beliefs
Authors
Susan Yoon
Erminia Pedretti
Larry Pedretti
Jim Hewitt
Kirk Perris
Roland Van Oostveen
Publication date
01-03-2006
Publisher
Springer Netherlands
Published in
Journal of Science Teacher Education / Issue 1/2006
Print ISSN: 1046-560X
Electronic ISSN: 1573-1847
DOI
https://doi.org/10.1007/s10972-005-9005-0

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