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Journal of Science Teacher Education

Erschienen in:

01.04.2007

Awakening the Scientist Inside: Global Climate Change and the Nature of Science in an Elementary Science Methods Course

verfasst von: Juanita Jo Matkins, Randy L. Bell

Erschienen in: Journal of Science Teacher Education | Ausgabe 2/2007

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Abstract

This investigation assessed the impact of situating explicit nature of science (NOS) instruction within the issues surrounding global climate change and global warming (GCC/GW). Participants in the study were 15 preservice elementary teachers enrolled in a science methods course. The instructional intervention included explicit NOS instruction combined with explicit GCC/GW instruction situated within the normal elementary science methods curriculum. Participants’ conceptions of NOS and GCC/GW were assessed with pre- and postadministrations of open-ended questionnaires and interviews. Results indicated that participants’ conceptions of NOS and GCC/GW improved over the course of the semester. Furthermore, participants were able to apply their conceptions to decision making about socioscientific issues. The results provide support for context-based NOS instruction in an elementary science methods course.

Vorheriger Artikel Effective Science Teaching, Professional Development and No Child Left Behind: Barriers, Dilemmas, and Reality

Nächster Artikel Using Scientists and Real-World Scenarios in Professional Development for Middle School Science Teachers

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Titel: Awakening the Scientist Inside: Global Climate Change and the Nature of Science in an Elementary Science Methods Course
verfasst von: Juanita Jo Matkins
Randy L. Bell
Publikationsdatum: 01.04.2007
Verlag: Springer Netherlands
Erschienen in: Journal of Science Teacher Education / Ausgabe 2/2007
Print ISSN: 1046-560X
Elektronische ISSN: 1573-1847
DOI: https://doi.org/10.1007/s10972-006-9033-4

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