IN-SERVICE SCIENCE TEACHER PROFILES FROM THE EYES OF PRE-SERVICE SCIENCE TEACHERS: WHAT DID THEY OBSERVE?
Abstract
The purpose of this study is to portray
in-class implementations of in-service science teachers from the eyes of the
pre-service science teachers. Specifically, this study examines various science
teaching components such as overcoming misconceptions, assessment of science
learning, integrating nature of science aspects, using different science
teaching methods etc. that science teachers use during instruction.
Additionally, classroom management strategies of science teachers are also
included. The data are obtained from the observations of pre-service science
teachers. Thirty three pre-service and thirteen in-service
teachers participated in the study. The observation protocols that pre-service
science teachers filled will be analyzed to document the findings. A content
analysis approach and descriptive statistics were used for the data analysis.
The data revealed that science teachers have low levels of PCK and they
generally use traditional teaching methods, strategies and traditional
assessment techniques. Their NOS understandings are limited and classroom
management strategies rely on discipline.
Keywords
Pre-service science teachers in-service science teachers practice teaching course science teaching
References
- Abell, S.K. (2008). Twenty years later: Does pedagogical content knowledge remain a useful idea? International Journal of Science Education, 30(10), 1405-1416. Aydın, S., & Boz, Y. (2012). Review of studies related to pedagogical content knowledge in the context of science teacher education: Turkish case, Educational Sciences: Theory and Practice, 12(1), 497-505. Cochran, K.F., DeRuiter, J.A., & King, R.A. (1993). Pedagogical content knowing: An integrative model for teacher preparation. Journal of Teacher Education, 44(4), 263-272 Grossman, P. (1990). The Making of a Teacher. New York: Teacher College Press. Kind, V. (2009). Pedagogical Content Knowledge in Science Education: potential and perspectives for progress. Studies in Science Education, 45 (2), 169-204. Hanuscin, D. L., Lee, M. H., & Akerson, V. L. (2010). Elementary teachers’ pedagogical content knowledge for teaching the nature of science. Science Teacher Education, 145-167. Khalick, F.A., & BouJaoude, S. (1997). An explanatory study of the knowledge base for science teaching. Journal of Research in Science Education, 34(7), 673-699. Magnusson, S.J., Borko, H., & Krajcik, J.S. (1999). Nature, source, and development of pedagogical content knowledge for science teaching. In J. Gess- Newsome & N. Lederman (Eds.), Examining Pedagogical content Knowledge (pp.95-132). Boston, MA: Kluwer Press. Veal, W.R. & Makınster, J.G. (1998). Pedagogical content knowledge taxonomies Electronic Journal of Science Education available at http://unr.edu/homepage/crowther/ejse/vealmak.html (accessed 31.01.2014)
Abstract
References
- Abell, S.K. (2008). Twenty years later: Does pedagogical content knowledge remain a useful idea? International Journal of Science Education, 30(10), 1405-1416. Aydın, S., & Boz, Y. (2012). Review of studies related to pedagogical content knowledge in the context of science teacher education: Turkish case, Educational Sciences: Theory and Practice, 12(1), 497-505. Cochran, K.F., DeRuiter, J.A., & King, R.A. (1993). Pedagogical content knowing: An integrative model for teacher preparation. Journal of Teacher Education, 44(4), 263-272 Grossman, P. (1990). The Making of a Teacher. New York: Teacher College Press. Kind, V. (2009). Pedagogical Content Knowledge in Science Education: potential and perspectives for progress. Studies in Science Education, 45 (2), 169-204. Hanuscin, D. L., Lee, M. H., & Akerson, V. L. (2010). Elementary teachers’ pedagogical content knowledge for teaching the nature of science. Science Teacher Education, 145-167. Khalick, F.A., & BouJaoude, S. (1997). An explanatory study of the knowledge base for science teaching. Journal of Research in Science Education, 34(7), 673-699. Magnusson, S.J., Borko, H., & Krajcik, J.S. (1999). Nature, source, and development of pedagogical content knowledge for science teaching. In J. Gess- Newsome & N. Lederman (Eds.), Examining Pedagogical content Knowledge (pp.95-132). Boston, MA: Kluwer Press. Veal, W.R. & Makınster, J.G. (1998). Pedagogical content knowledge taxonomies Electronic Journal of Science Education available at http://unr.edu/homepage/crowther/ejse/vealmak.html (accessed 31.01.2014)
Details
| Journal Section | Articles |
|---|---|
| Authors | |
| Publication Date | September 1, 2014 |
| Published in Issue | Year 2014 Volume: 1 |
