nach oben

Journal of Science Teacher Education

Erschienen in:

01.12.2007

Nurturing Confidence in Preservice Elementary Science Teachers

verfasst von: Robert E. Bleicher

Erschienen in: Journal of Science Teacher Education | Ausgabe 6/2007

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config

KI-gestützte Suche

Aus

Abstract

This study examined changes in personal science teaching self-efficacy (PSTE), outcome expectancy (STOE), and science conceptual understanding and relationships among these in preservice teachers. Seventy preservice teachers enrolled in science teaching methods courses participated in this study. PSTE, STOE, and science conceptual understanding increased significantly during participation in the course. The study established that novice learners with minimal prior knowledge could not be expected to understand and employ core concepts in their learning schema without extensive guidance. The relationship between science learning confidence and science teaching confidence has not been theoretically delineated in the area of science teacher education. Findings suggest there may be important connections between the 2 for preservice teachers that would be fruitful areas for future research.

Vorheriger Artikel Mentor Advice Giving in an Alternative Certification Program for Secondary Science Teaching: Opportunities and Roadblocks in Developing a Knowledge Base for Teaching

Nächster Artikel An Observational and Planning Tool for Professional Development in Science Education

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

über 102.000 Bücher
über 537 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Finance + Banking
Management + Führung
Marketing + Vertrieb
Maschinenbau + Werkstoffe
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 340 Zeitschriften

aus folgenden Fachgebieten:

Bauwesen + Immobilien
Business IT + Informatik
Finance + Banking
Management + Führung
Marketing + Vertrieb
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Aviles, C. B. (2001). Implementing mastery learning in the social work classroom. (ERIC Document Reproduction Service No. ED 448 401).

Balunuz, M., Jarrett, O. S., & Bulunuz, N. (2001). Growth of science interest and confidence among Turkish pre-service elementary teachers. Paper presented at the annual meeting of the National Association for Research of Science Teaching, St Louis, MO.

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191–215.CrossRef

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman.

Bandura, A. (2000). Self-efficacy: Foundation of agency. In W. Perrig & A. Gorb (Eds.), Control of human behavior, mental processes, and consciousness (pp. 17–33). Mahwah, NJ: Erlbaum.

Bird, M. D., & Weller, H. G. (1997). Cultures in conflict: The role of teacher knowledge in inquiry science lessons. Paper presented at the annual conference of the National Association for Research in Science Teaching, Chicago.

Bleicher, R. E., & Lindgren, J. (2005). Success in learning science and preservice science teaching self-efficacy. Journal of Science Teacher Education, 16, 205–225.CrossRef

Bloom, B., Englehart, M., Furst, E., Hill, W., & Krathwohl, D. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York: Longman.

Cakiroglu, J., & Boone, W. J. (2002). Preservice teachers’ self-efficacy beliefs and their conceptions of photosynthesis and inheritance. Journal of Elementary Science Education, 14, 1–14.

Cantrell, P., Young, S., & Moore, A. (2003). Factors affecting science teaching efficacy of preservice teachers. Journal of Science Teacher Education, 14, 177–192.CrossRef

Clarke, D., & Hollingsworth, H. (1994). Reconceptualising teacher change. In G. Bell, B. Wright, N. Leeson, & J. Geeke (Eds.), Challenges in mathematics education: Constraints on construction. Proceedings of the seventeenth annual conference of the Mathematics Education Research Group in Australasia (pp. 153–163). Lismore, New South Wales, Australia: MERGA.

Czerniak, C., & Chiarelott, L. (1990). Teacher education for effective science instruction: A social cognitive perspective. Journal of Teacher Education, 41, 49–58.CrossRef

Darling-Hammond, L., & Hudson, L. (1990). Precollege science and mathematics teachers: Supply, demand, quality. Review of Research in Education, 16, 223–266.CrossRef

DeJong, T., & Ferguson-Hessler, M. G. (1996). Types and quality of knowledge. Educational Psychologist, 31, 105–113.CrossRef

Desouza, J. M. S., & Czerniak, C. M. (2003). Study of science teachers’ attitudes toward and beliefs about collaborative reflective practice. Journal of Science Teacher Education, 14, 75–96.CrossRef

Donovan, M. S., Bransford, J. D., & Pellegrino, J. W. (1999). How people learn: Bridging research and practice (National Research Council). Washington, DC: National Academy Press.

Enochs, L., & Riggs, I. (1990). Further development of an elementary science teaching efficacy belief instrument: A preservice elementary scale. School Science and Mathematics, 90, 694–706.

Enochs, L., Scharmann, L., & Riggs, I. M. (1995). Relationship of pupil control to preservice elementary science teacher self-efficacy and outcome expectancy. Science Education, 79, 63–75.CrossRef

Gossert, D. K., Cracolice, M. S., Kampmeier, J. A., Roth, V., Strozak, V. S., & Varma-Nelson, P. (2001). Peer-led team learning a guidebook. Upper Saddle River, NJ: Prentice Hall.

Grossen, B., Carnine, D., Romance, N., & Vitale, M. (1998). Effective strategies for teaching science. In E. Kameenui & D. Carnine (Eds.), Effective teaching strategies that accommodate diverse learners (pp. 113–134). Upper Saddle River, NJ: Merrill.

Hawley, W. D., & Valli, L. (1999). The essentials of effective professional development: A new consensus. In G. Sykes & L. Darling-Hammond (Eds.), Handbook of teaching and policy. New York: Teachers College.

Hofmeister, A., Engelmann, S., Carnine, D., & Berkheimer, G. (1993). Instructor’s manual to earth science. Washington, DC: Learning 2000.

Huitt, W. (2004). Bloom et al.’s taxonomy of the cognitive domain. Educational Psychology Interactive. Valdosta, GA: Valdosta State University.

Jarrett, O. S. (1999). Science interest and confidence among preservice teachers. Journal of Elementary Science Education, 11(1), 49–59.

King, K., Shumow, L., & Lietz, S. (2001). Science education in an urban elementary school: Case studies of teacher beliefs and classroom practices. Science Education, 85, 89–110.CrossRef

Kozma, R. B., Russell, J., Jones, T., Marx, N., & Davis, J. (1996). The use of multiple linked representations to facilitate science understanding. In S. Vosniadou, E. De Corte, R. Glaser, & H. Mandl, (Eds.), International perspectives on the design of technology- supported learning environments. Mahwah, NJ: Erlbaum.

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, England: Cambridge University Press.

Lindgren, J., & Bleicher, R. (2003). Understanding and use of the learning cycle and elementary preservice teachers’ self efficacy. Paper presented at the annual meeting of the National Association for Research in Science Teaching (NARST), Philadelphia.

O’Sullivan, C. Y., Weiss, A. R., & Askew, J. M. (1998). Students learning science: A report on policies and practices in U.S. schools. Washington, DC: National Center of Education Statistics.

Palmer, D. H. (2006). Sources of self-efficacy in a science methods course for primary teacher education students. Research in Science Education, Online First,, 1–17.

Raizen, S. A., & Michelsohn, A. M. (Eds.). (1994). The future of science in elementary schools: Educating prospective teachers. San Francisco: Jossey-Bass.

Resnick, L. B. (1989). Knowing, learning, and instruction. Hillsdale, NJ: Erlbaum.

Rice, D. C., & Roychoudhury, A. (2003). Preparing more confident preservice elementary science teacher: One elementary science methods teacher’s self-study. Journal of Science Teacher Education, 14, 97–126.CrossRef

Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula (Ed.), Handbook of research on teacher education (2nd ed., pp. 102–119). New York: Macmillan.

Romance, N., & Vitale, M. (1997). Knowledge representation systems: Basis for the design of instruction for undergraduate course curriculum. Paper presented at the eighth National Conference on Teaching and Learning, Jacksonville, FL.

Romance, N., & Vitale, M. (1999). Concept mapping as a tool for learning: Broadening the framework for student-centered instruction. College Teaching, 47, 74–79.

Scharmann, L. S., & Hampton, C. O. (1995). Cooperative learning and preservice elementary teacher science self-efficacy. Journal of Science Teacher Education, 6, 125–133.CrossRef

Schibeci, R. A., & Hickey, R. (2000). Is it natural or processed? Elementary school teachers and conceptions about materials. Journal of Research in Science Teaching, 37, 1154–1170.CrossRef

Schmidt, W. H., McKnight, C., & Raizen, S. (1996). A splintered vision: An investigation of US science and mathematics education. Norwell, MA: Kluwer Academic Publishers.

Schoon, K. J., & Boone, W. J. (1998). Self-efficacy and alternative conceptions of science of preservice teachers. Science Education, 82, 553–568.CrossRef

Settlage, J. (2000). Understanding the learning cycle: Influences on abilities to embrace the approach by preservice elementary school teachers. Science Education, 84, 43–50.CrossRef

Silvertsen, M. L. (1993). Transforming ideas for teaching and learning science. Washington, DC: U.S. Department of Education. (ERIC Document Reproduction Service No. ED 362 417).

Stevens, C., & Wenner, G. (1996). Elementary preservice teachers’ knowledge and beliefs regarding science and mathematics. School Science and Mathematics, 96, 2–9.CrossRef

Supovitz, J. A., & Turner, H. M. (2000). The effects of professional development on science teaching practices and classroom culture. Journal of Research in Science Teaching, 37, 963–980.CrossRef

Tosun, T. (2000). The impact of prior science course experience and achievement on the science teaching self-efficacy of preservice teachers. Journal of Elementary Science Education, 12, 21–31.CrossRef

Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202–248.CrossRef

Vitale, M. R., & Romance, N. R. (1992). Using videodisc technology in an elementary science teaching methods course to remediate science knowledge deficiencies and facilitate science teaching attitudes. Journal of Research in Science Teaching, 29, 915–928.CrossRef

Vosniadou, S. (1996). Learning environments for representational growth and cognitive flexibility. In S. Vosniadou, E. DeCorte, R. Glaser, & H. Mandl (Eds.), International perspective on the design of technology supported learning environments. Mahwah, NJ: Erlbaum.

Wingfield, M. E., Freeman, L., & Ramsey, J. (2000). Science teaching self-efficacy of first year elementary teachers trained in a site-based program. Paper presented at the annual meeting of the National Association for Research in Science Teaching, New Orleans, LA. (ERIC Reproduction Document No. ED 439 956).

Yost, D. S., Sentner, S. M., & Forlenza-Bailey, A. (2000). An examination of the construct of critical reflection: Implications for teacher education programming in the 21st century. Journal of Teacher Education, 51, 39–49.CrossRef

Titel: Nurturing Confidence in Preservice Elementary Science Teachers
verfasst von: Robert E. Bleicher
Publikationsdatum: 01.12.2007
Verlag: Springer Netherlands
Erschienen in: Journal of Science Teacher Education / Ausgabe 6/2007
Print ISSN: 1046-560X
Elektronische ISSN: 1573-1847
DOI: https://doi.org/10.1007/s10972-007-9067-2

Springer Professional

Abstract

Bitte loggen Sie sich ein, um Zugang zu Ihrer Lizenz zu erhalten.

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Wirtschaft"

Weitere Artikel der Ausgabe 6/2007

An Observational and Planning Tool for Professional Development in Science Education

Mentor Advice Giving in an Alternative Certification Program for Secondary Science Teaching: Opportunities and Roadblocks in Developing a Knowledge Base for Teaching

Developing an Instrument to Examine Preservice Teachers’ Pedagogical Development

Prognosis for Science Misconceptions Research

Using Historical Nonfiction and Literature Circles to Develop Elementary Teachers’ Nature of Science Understandings

Providing Bottom-Up Support to Middle School Science Teachers’ Reform Efforts in Using Inquiry-Based Kits

Premium Partner