scholarly journals Changes in Conceptions and Teaching Efficacy for Scientific Creativity in Preservice Teachers through a Elementary Science Methods Course

2017 ◽  
Vol 28 (null) ◽  
pp. 131-141
Author(s):  
Chaeseong Lim
Keyword(s):  
Preservice Teachers ◽  
Elementary Science ◽  
Teaching Efficacy ◽  
Methods Course ◽  
Science Methods ◽  
Science Methods Course ◽  
Scientific Creativity

scholarly journals A Confucian Framework For Categorizing Elementary Pre-service Teachers Expectations Of Their Science Methods Course

2008 ◽  
Vol 5 (12) ◽  
Author(s):  
Richard P. Hechter ◽  
Lynette D. McGregor
Keyword(s):  
Preservice Teachers ◽  
Science Teacher ◽  
Elementary Science ◽  
Teacher Educators ◽  
Methods Course ◽  
Science Methods ◽  
Science Methods Course ◽  
Written Responses ◽  
Science Methods Courses ◽  
Science Teacher Educators

Science teacher educators strive to improve their elementary science methods courses through modification of existing content, activities, or teaching technique. But what do the enrolled preservice teachers expect to learn from these courses and how do they expect to learn it? This study qualitatively examines preservice elementary teachers’ expectations of: their science methods course, the activities of the course, the instructor, and of themselves. Upon entry to the elementary science methods course at two Midwestern colleges in the Fall term of 2008, preservice teachers (n=37) were asked to articulate what they expected to learn and how they expected to learn it. Their written responses were coded and categorized into one of three areas: imitation, reflection, and experience. These three categories, as a philosophical theoretical framework, stem from Confucius who suggested that the aforementioned areas were the keys to gaining wisdom. It is important, that as science teacher educators, we understand how our students expect to gain wisdom about their profession from our course.  It is our contention that preservice teachers' expectations of their elementary science methods course prior to the commencement of the course have far reaching effects into the context in which they engage within the course.

scholarly journals Examining Hispanic Preservice Teachers’ Perceptions of Scientists in a Science Methods Course

2021 ◽  
Vol 4 (1) ◽  
pp. 70-87
Author(s):  
William Medina-Jerez ◽  
Kyndra Middleton
Keyword(s):  
Preservice Teachers ◽  
Intervention Strategy ◽  
Border Region ◽  
Teacher Preparation Program ◽  
Methods Course ◽  
Science Methods ◽  
Science Methods Course ◽  
Teachers Perceptions ◽  
Images Of Scientists ◽  
Mexico Border

This article describes the intervention strategies implemented in an effort to affect a group of Hispanic pre-service elementary teachers’ images of scientists during a science methods course in a teacher preparation program in the U.S.-Mexico border region. Although there is an extensive volume of research reporting on the use of the DAST-C instrument to study K-16 students’ images of scientists, the number of studies on exploring and influencing preservice teachers’ views of science and scientists is rather scarce. Findings in this study indicate that a semester-long intervention strategy focused on (a) pre-service teachers’ generated inquiry project, (b) written reflections on inquiry learning, and (c) a pre and post-drawing tests, allowed participants to reflect on their views about scientists and science, and experience a gradual shift from views conforming to stereotypical views of scientists to portrayals of science practitioners as individuals, just like other people in our society pursuing real interests.

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