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Journal of Science Teacher Education

Erschienen in:

01.10.2010

Accomplishing the Visions for Teacher Education Programs Advocated in the National Science Education Standards

verfasst von: Hakan Akcay, Robert Yager

Erschienen in: Journal of Science Teacher Education | Ausgabe 6/2010

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Abstract

The purpose of this study was to investigate the advantages of an approach to instruction using current problems and issues as curriculum organizers and illustrating how teaching must change to accomplish real learning. The study sample consisted of 41 preservice science teachers (13 males and 28 females) in a model science teacher education program. Both qualitative and quantitative research methods were used to determine success with science discipline-specific “Societal and Educational Applications” courses as one part of a total science teacher education program at a large Midwestern university. Students were involved with idea generation, consideration of multiple points of views, collaborative inquiries, and problem solving. All of these factors promoted grounded instruction using constructivist perspectives that situated science with actual experiences in the lives of students.

Vorheriger Artikel Essential Characteristics for a Professional Development Program for Promoting the Implementation of a Multidisciplinary Science Module

Nächster Artikel The Problematic Nature of the Practicum: A Key Determinant of Pre-service Teachers’ Emerging Inquiry-Based Science Practices

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Titel: Accomplishing the Visions for Teacher Education Programs Advocated in the National Science Education Standards
verfasst von: Hakan Akcay
Robert Yager
Publikationsdatum: 01.10.2010
Verlag: Springer Netherlands
Erschienen in: Journal of Science Teacher Education / Ausgabe 6/2010
Print ISSN: 1046-560X
Elektronische ISSN: 1573-1847
DOI: https://doi.org/10.1007/s10972-010-9213-0

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