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Journal of Science Teacher Education

Erschienen in:

01.03.2006

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

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

Erschienen in: Journal of Science Teacher Education | Ausgabe 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.

Vorheriger Artikel Teacher Research Experiences, Partnerships With Scientists, and Teacher Networks Sustaining Factors From Professional Development

Nächster Artikel Changes in Korean Science Teachers' Perceptions of Creativity and Science Teaching After Participating in an Overseas Professional Development Program

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Titel: Exploring the Use of Cases and Case Methods in Influencing Elementary Preservice Science Teachers' Self-Efficacy Beliefs
verfasst von: Susan Yoon
Erminia Pedretti
Larry Pedretti
Jim Hewitt
Kirk Perris
Roland Van Oostveen
Publikationsdatum: 01.03.2006
Verlag: Springer Netherlands
Erschienen in: Journal of Science Teacher Education / Ausgabe 1/2006
Print ISSN: 1046-560X
Elektronische ISSN: 1573-1847
DOI: https://doi.org/10.1007/s10972-005-9005-0

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