The effect of a science methods course on the philosophical view of science among elementary education majors

The purpose of this study was to examine the effect of teaching setting [peer versus practicum] and self-evaluation tools [Continuous Response Digital Interface (general) versus behavioral checklist (specific)] on the development of teacher intensity behaviors among preservice elementary education majors enrolled in a music methods course. Subjects were divided into four treatment groups and completed a pretest and posttest and four treatment lessons. Analyses indicated that teaching setting and self-evaluation did not have a differential effect on teacher intensity. All subjects made significant gains from pretest to posttest, with differences among lessons. Comparative analyses indicated subjects rated themselves higher than did experts. An attitude survey indicated that subjects who taught children rated the course higher than subjects who taught their peers, whereas subjects who completed general self-evaluations rated the course higher than did subjects who completed specific self-evaluations.

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Undergraduate Elementary Education Majors' Knowledge of Augmentative and Alternative Communication

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac19.4.100 ◽

2010 ◽

Vol 19 (4) ◽

pp. 100-107 ◽

Cited By ~ 1

Author(s):

Lindsay Kessel ◽

Linda Sue Sickman

Keyword(s):

Elementary Education ◽

General Education ◽

Augmentative And Alternative Communication ◽

General Education Teachers ◽

Classroom Teachers ◽

Education Majors ◽

Alternative Communication ◽

Elementary Education Majors ◽

Education Major ◽

Survey Results

Abstract This study describes survey results measuring the knowledge undergraduate elementary education major students have about augmentative and alternative communication. Those students with experience and course knowledge surrounding AAC were more knowledgeable. Implications for speech-language pathologists (SLPs) will be addressed, including how SLPs can provide classroom teachers with classroom support for general education teachers.

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Mathematical Competencies of Elementary Education Majors

The Journal of Educational Research ◽

10.1080/00220671.1968.10883663 ◽

1968 ◽

Vol 61 (6) ◽

pp. 265-266 ◽

Cited By ~ 1

Author(s):

Robert E. Reys

Keyword(s):

Elementary Education ◽

Education Majors ◽

Elementary Education Majors ◽

Mathematical Competencies

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Leveraging Technology to Develop Pre-Service Teachers’ TPACK in Mathematics and Science Methods Courses

Cases on Educational Technology Integration in Urban Schools ◽

10.4018/978-1-61350-492-5.ch027 ◽

2012 ◽

pp. 170-182

Author(s):

Kate Popejoy ◽

Drew Polly

Keyword(s):

Student Learning ◽

Content Knowledge ◽

Methods Course ◽

Science Methods ◽

Methods Courses ◽

Science Methods Course ◽

Science Concepts ◽

Science Methods Courses ◽

Mathematics And Science

These two cases address issues related to using technology as a tool to develop pre-service teachers’ Technological Pedagogical and Content Knowledge (TPACK) in mathematics and science methods courses. The chapter assumes the following scenario and overarching case study question: You and your colleagues are the course instructors of a mathematics and a science methods course. Your pre-service teachers typically lack content knowledge in mathematics and science. Further, you must also address pedagogies and how to use technology as a tool to support student learning of mathematics and science concepts. What activities can you create to simultaneously develop knowledge of content, pedagogies and how to teach with technology?

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