Sample records for helping preservice elementary

  1. Biblio-Therapeutic Book Creations by Pre-Service Student Teachers: Helping Elementary School Children Cope

    Haeseler, Lisa Ann


    Many elementary school children may cope with difficult life struggles such as disabilities, abuse, loss, and identity issues. This article details original, student generated, biblio-therapeutic book creations and how this genre teaches positive ways for children at-risk to cope with tough life circumstances. Pre-service, elementary college…

  2. Shadow Puppet Plays in Elementary Science Methods Class Help Preservice Teachers Learn about Minority Scientists

    Gray, Phyllis; Rule, Audrey C.; Gentzsch, Anneliese; Tallakson, Denise A.


    This practical article describes an arts-integrated project with engineering design and science concepts from the Next Generation Science Standards, art principles from the National Arts Standards, as well as ideas under the theme of "Culture" from the National Council for the Social Studies Standards. Preservice teachers in an…

  3. Preservice elementary teachers learning of astronomy

    Fidler, Chuck Gary

    formatted for journal submission. Chapter 1 outlines the intent, rationale, and design of the overall dissertation process and format. Chapter 2 describes an in-depth review of the specific astronomy curricula used for comparison by subsequent chapters and is not intended as a standalone article, but rather as an informative outline of events and activities to help the reader understand the differences of instruction between the two sections of sample populations. Chapter 3 uses qualitative interviews to explore the cosmic dimensions associated with learning of astronomy and finds diverse perceptions of astronomical scales may influence preservice teachers' mental organization of astronomical information. Chapter 4 further analyzes cosmic dimensions using quantitative analyses and specifically examines preservice teachers perceptions of scale and spatiality within the context of astronomy education. Findings from Chapter 4 show that perceptions of scale and spatiality are an interconnected set of learning skills which may greatly enhance the learning of astronomy. Chapter 5 describes how concepts of scale and spatiality may be operationalized within a secondary school science classroom in order to better understand the scaled distances of stars though an inquiry-based three-dimensional modeling activity. Chapter 6 briefly concludes the dissertation work. Due to the nature of this dissertation design, the conclusions chapter is quite succinct as previous chapters are designed with conclusions sections embedded within the body of the text as outlined by specific journal submission guidelines. These dissertation ideas are presented in a formal setting so that the various research undertakings can be studied and analyzed. Qualitative and quantitative analyses of research data are present to support the claims made in this study. The results of this research combine with features of previous research in order to advance our understanding of how preservice elementary teachers

  4. Preservice Elementary Teachers and the Fundamentals of Probability

    Dollard, Clark


    This study examined how preservice elementary teachers think about situations involving probability. Twenty-four preservice elementary teachers who had not yet studied probability as part of their preservice elementary mathematics coursework were interviewed using a task-based interview. The participants' responses showed a wide variety of…

  5. Elementary Pre-Service Teacher Perceptions of the Greenhouse Effect.

    Groves, Fred H.; Pugh, Ava F.


    Expands on earlier work to examine pre-service teachers' views on environmental issues, especially global warming and the related term "greenhouse effect." Suggests that pre-service elementary teachers hold many misconceptions about environmental issues. (DDR)

  6. Preservice Elementary Teachers' Ideas About Scientific Practices

    Ricketts, Amy


    With the goal of producing scientifically literate citizens who are able to make informed decisions and reason critically when science intersects with their everyday lives, the National Research Council (NRC) has produced two recent documents that call for a new approach to K-12 science education that is based on scientific practices, crosscutting concepts, and disciplinary core ideas. These documents will potentially influence future state standards and K-12 curricula. Teachers will need support in order to teach science using a practices based approach, particularly if they do not have strong science backgrounds, which is often the case with elementary teachers. This study investigates one cohort (n = 19) of preservice elementary teachers' ideas about scientific practices, as developed in a one-semester elementary science teaching methods course. The course focused on eight particular scientific practices, as defined by the National Research Council's A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (2012). Participants' written reflections, lesson plans and annotated teaching videos were analyzed in fine detail to better understand their ideas about what it means to engage in each of the practices. The findings suggest that preservice elementary teachers hold promising ideas about scientific practices (such as an emphasis on argumentation and communication between scientists, critical thinking, and answering and asking questions as the goal of science) as well as problematic ideas (including confusion over the purpose of modeling and the process of analysis, and conflating argumentation and explanation building). These results highlight the strengths and limitations of using the Framework (NRC 2012) as an instructional text and the difficulties of differentiating between preservice teachers' content knowledge about doing the practices and their pedagogical knowledge about teaching the practices.

  7. Preservice Elementary Students Meet Sagan's "Demon-Haunted World."

    Nelson, Mike

    This paper describes a course in which preservice elementary teachers read and discussed "The Demon-Haunted World: Science as a Candle in the Dark" by Carl Sagan. Students discussed their beliefs about the nature of science, teaching, and learning. The paper concludes that preservice teachers appeared to develop reflective and critical…

  8. Equipping Preservice Elementary Teachers for Data Use in the Classroom

    Reeves, Todd D.


    Current preservice teacher education practice related to data use has been deemed inadequate, in that it is unevenly distributed and often superficial. In response, this article describes a course-based classroom assessment data-literacy experience for preservice elementary teachers. Grounded in extant theory and research concerning data literacy…

  9. Remediation of Math Anxiety in Preservice Elementary School Teachers

    Dunkle, Susan M.


    The purpose of this study was to measure the level of math anxiety in preservice elementary teachers, and then to determine if remediation methods would lower the measured level of anxiety in these same preservice teachers. The 10-day study provided an intense remediation using a time-series design to measure change on the Revised Math Anxiety…

  10. Preservice Classroom Teachers' Preconceived Attitudes, Confidence, Beliefs, and Self-Efficacy toward Integrating Music in the Elementary Curriculum

    Battersby, Sharyn L.; Cave, Agnes


    Preservice elementary education majors are required at many colleges and universities to take a course in music methods to become certified in their field. These courses are offered because they are a valuable component of a well-rounded liberal arts education and helps preservice educators to teach students in a well-rounded fashion. They are…

  11. Assessing the impact of vicarious experiences on preservice elementary science teacher efficacy and preservice elementary teacher efficacy

    Wagler, Ronald Robert

    Scope and method of study. The purpose of this study was to investigate the impact of vicarious experiences (preservice teacher field experiences) on perceived preservice science teacher efficacy and perceived preservice teacher efficacy. The participants for the study were 46 preservice elementary education students who were enrolled in CIED 3430 (Early Lab and Clinical Experience in Elementary Education II) at a large Midwestern state university and 20 classroom inservice teachers. A pretest was administered early in the spring 2007 semester, before the preservice teachers did their field experience and consisted of demographic questions and the STEBI-B. A posttest was administered at the end of the spring 2007 semester, after the preservice teachers had completed their field experiences, and consisted of demographic questions, a rating of the teachers they observed during their educational field experience, the STEBI-B and the TES. The field experience classroom inservice teachers provided personal, professional, and classroom data in the middle of the spring 2007 semester. All data were analyzed using analysis of variance (ANOVA) and analysis of covariance (ANCOVA). Findings and conclusions. Factors of gender, ethnicity, socioeconomic status and preservice teacher program placement were found to be significant predictors of preservice teachers' efficacy scores. Even though, in some cases, these factors negatively impacted preservice teacher efficacy, preservice teachers should be placed in these environments when support is most available. The Teacher Efficacy Scale (Gibson & Dembo, 1984) is invalid. Even the construct of a general teacher efficacy is questionable.

  12. Elementary Preservice Teachers' and Elementary Inservice Teachers' Knowledge of Mathematical Modeling

    Schwerdtfeger, Sara


    This study examined the differences in knowledge of mathematical modeling between a group of elementary preservice teachers and a group of elementary inservice teachers. Mathematical modeling has recently come to the forefront of elementary mathematics classrooms because of the call to add mathematical modeling tasks in mathematics classes through…

  13. Math Is Like a Lion Hunting a Sleeping Gazelle: Preservice Elementary Teachers' Metaphors of Mathematics

    Latterell, Carmen M.; Wilson, Janelle L.


    Preservice elementary teachers hold a variety of beliefs about mathematics and mathematics learning, which influence their teaching. Previous research has shown that preservice elementary teachers believe that mathematics is doing arithmetic. However, it is unclear if preservice elementary teachers truly believe that mathematics is only…

  14. Preservice Elementary Teachers' Adaptation of Science Curriculum Materials for Inquiry-Based Elementary Science

    Forbes, Cory T.


    Curriculum materials are important resources with which teachers make pedagogical decisions about the design of science learning environments. To become well-started beginning elementary teachers capable of engaging their students in inquiry-based science, preservice elementary teachers need to learn to use science curriculum materials…

  15. Enhancing Elementary Pre-Service Teachers' Plant Processes Conceptions

    Thompson, Stephen L.; Lotter, Christine; Fann, Xumei; Taylor, Laurie


    Researchers examined how an inquiry-based instructional treatment emphasizing interrelated plant processes influenced 210 elementary pre-service teachers' (PTs) conceptions of three plant processes, photosynthesis, cellular respiration, and transpiration, and the interrelated nature of these processes. The instructional treatment required PTs to…

  16. Pre-Service Teachers' Perceptions of Departmentalization of Elementary Schools

    Liu, Fuchang


    This paper discusses the advantages and disadvantages of departmentalization of elementary schools, with an emphasis on teaching mathematics, as perceived by preservice teachers who shared their opinions through online discussion. Advantages include teachers' enthusiasm about and focused attention on the specialized area and students' easier…

  17. Preservice Teachers Developing Coherent Inquiry Investigations in Elementary Astronomy

    Plummer, Julia D.; Tanis Ozcelik, Arzu


    For students to attain deep understanding of scientific practices, they will need to have opportunities to participate in sustained engagement in doing science. Such opportunities begin with elementary teachers implementing coherent and well-sequenced inquiry-based investigations in their classrooms. This study explored how preservice teachers (N…

  18. A Case of Preservice Elementary Teachers Exploring, Retelling, and Reframing.

    Nelson, Michael


    Presents preservice elementary teachers' frames (points of view) on science curriculum. Uses Carl Sagan's text, "The Demon Haunted World: Science as a Candle in the Dark". Explores how students retelling their reactions to experiences of their own design might influence their awareness of beliefs in general and reconsideration of…

  19. Arthropods: Attitude and Incorporation in Preservice Elementary Teachers

    Wagler, Ron; Wagler, Amy


    Invertebrates perform many beneficial and essential ecological services for humans. Despite this, the general public tends to view them negatively. Preservice elementary teachers often find themselves in a tenuous position because they possess the same negativity toward invertebrates as the general public but have been commissioned by United…

  20. American Elementary Education Pre-Service Teachers' Attitudes towards Biotechnology Processes

    Chabalengula, Vivien Mweene; Mumba, Frackson; Chitiyo, Jonathan


    This study examined elementary education pre-service teachers' attitudes towards biotechnology processes. A sample comprised 88 elementary education pre-service teachers at a mid-sized university in the Midwest of the USA. Sixty and 28 of these pre-service teachers were enrolled in Introductory Science Methods course and Advance Science Methods…

  1. Elementary science education: Dilemmas facing preservice teachers

    Sullivan, Sherry Elaine

    Prospective teachers are involved in a process of induction into a culture of teaching that has rules, or codes of conduct for engaging in teaching practice. This same culture of teaching exists within a larger culture of schooling that also has values and norms for behaviors, that over time have become institutionalized. Teacher educators are faced with the challenging task of preparing preservice teachers to resolve dilemmas that arise from conflicts between the pressure to adopt traditional teaching practices of schooling, or to adopt inquiry-based teaching practices from their university methods classes. One task for researchers in teacher education is to define with greater precision what factors within the culture of schooling hinder or facilitate implementation of inquiry-based methods of science teaching in schools. That task is the focus of this study. A qualitative study was undertaken using a naturalistic research paradigm introduced by Lincoln and Guba in 1985. Participant observation, interviews, discourse analysis of videotapes of lessons from the methods classroom and written artifacts produced by prospective teachers during the semester formed the basis of a grounded theory based on inductive analysis and emergent design. Unstructured interviews were used to negotiate outcomes with participants. Brief case reports of key participants were also written. This study identified three factors that facilitated or hindered the prospective teachers in this research success in implementing inquiry-based science teaching in their field placement classrooms: (a) the culture of teaching/teacher role-socialization, (b) the culture of schooling and its resistance to change, and (c) the culture of teacher education, especially in regards to grades and academic standing. Some recommendations for overcoming these persistent obstacles to best practice in elementary science teaching include: (a) preparing prospective teachers to understand and cope with change

  2. Delivering Technological Literacy to a Class for Elementary School Pre-Service Teachers in South Korea

    Kwon, Hyuksoo


    This study was conducted with the aim of creating a new introductory course emphasizing the development of technological literacy for elementary school pre-service teachers. This study also aimed to investigate elementary school pre-service teachers' attitudinal transition toward elementary school technology education (ESTE) and its…

  3. Pre-service Elementary Teachers Understanding on Force and Motion

    Anggoro, S.; Widodo, A.; Suhandi, A.


    The research is done to investigate the understanding on the subtopic of Force and Motion that exists among the pre-services elementary teachers. The participants were 71 Elementary Teachers Study Program students in 6th and 77 one in 2nd semester at private university. Research instrument consisted of background information of respondents, belief of preconception and 8 questions that relates to Force and Motion with four alternative answers and their explained. Descriptive statistics such as percentage and bar chart were used for analyzing the data collected. Research findings have shown many participants have some misunderstand or misconception conception especially in free fall object, rest object, buoyant force and gravitation. This research recommends learning progression pre-services teachers to be exposed with conflict cognitive strategy for science conceptual change.

  4. Helping Elementary Teachers Understand Children and Divorce.

    Hrymak, Marilyn J.; Smart, Laura S.


    Describes a workshop designed to help elementary teachers understand the recent literature on the effects of divorce on children and help the children through the crisis. Indicates that secondary home economics teachers may have to deal with students who have not adjusted to divorce. (JOW)

  5. Balancing Teacher and Student Roles in Elementary Classrooms: Preservice Elementary Teachers' Learning about the Inquiry Continuum

    Biggers, Mandy; Forbes, Cory T.


    Using the National Research Council's inquiry continuum framework, we use a multiple-case study research design to investigate the teacher- and student-directedness of elementary preservice teachers' planned and enacted science lessons and their pedagogical reasoning about science instruction during a semester-long science methods course. Our…

  6. Preservice Elementary Teachers' Understanding of Operations for Fraction Multiplication and Division

    Whitehead, Ashley; Walkowiak, Temple A.


    This study examined preservice elementary teachers' change in their understanding of fraction operations while taking a mathematics methods course focused on grades 3-5. The preservice teachers (n = 48) completed an assessment before and after the course's unit on the teaching and learning of fractions. Specifically, the preservice teachers were…

  7. Pre-Service Elementary Teachers' Mathematics Content Knowledge: A Predictor of Sixth Graders' Mathematics Performance

    Shirvani, Hosin


    This study examined the knowledge of mathematics content of elementary pre-service teachers at a sixth grade level. The researcher administered a mathematics test for sixth graders mandated by the Texas Education Agency to pre-service teachers; the same test was given to sixth graders in Texas. The study found that pre-service teachers performed…

  8. Integrating E-Books into Science Teaching by Preservice Elementary School Teachers

    Lai, Ching-San


    This study aims to discuss the issues of integrating e-books into science teaching by preservice elementary school teachers. The study adopts both qualitative and quantitative research methods. In total, 24 preservice elementary school teachers participated in this study. The main sources of research data included e-books produced by preservice…

  9. Preservice Elementary Mathematics Teachers' Level of Relating Mathematical Concepts in Daily Life Contexts

    Akkus, Oylum


    The purpose of this study was to investigate preservice elementary mathematics teachers' ability of relating mathematical concepts and daily life context. Two research questions were set; what is the preservice elementary mathematics teachers' level of relating mathematical concepts and daily life context regarding to their education year and…

  10. Mathematics Anxiety and Beliefs of Turkish Pre-Service Elementary Teachers

    Uysal, Figen; Dede, Yüksel


    The purpose of this study was to investigate the relationship between pre-service elementary teachers' mathematics teaching beliefs and mathematics anxiety. The participants of the study consist of 96 pre-service elementary teachers from a department of primary education in a state university in Turkey during the 2010-2011 spring term. Mathematics…

  11. Impacts of Contextual and Explicit Instruction on Preservice Elementary Teachers' Understandings of the Nature of Science

    Bell, Randy L.; Matkins, Juanita Jo; Gansneder, Bruce M.


    This mixed-methods investigation compared the relative impacts of instructional approach and context of nature of science instruction on preservice elementary teachers' understandings. The sample consisted of 75 preservice teachers enrolled in four sections of an elementary science methods course. Independent variables included instructional…

  12. Elementary Pre-Service Teachers' Mathematics Anxiety and Mathematics Teaching Anxiety

    Haciomeroglu, Guney


    The present study examined the structure of elementary pre-service teachers' mathematics anxiety and mathematics teaching anxiety by asking whether the two systems of anxiety are related. The Turkish Mathematics Anxiety Rating Scale Short Version and the Mathematics Teaching Anxiety Scale were administered to 260 elementary pre-service teachers.…

  13. Investigation of preservice elementary teachers' thinking about science

    Cobern, William W.; Loving, Cathleen C.


    It is not uncommon to find media reports on the failures of science education, nor uncommon to hear prestigious scientists publicly lament the rise of antiscience attitudes. Given the position elementary teachers have in influencing children, antiscience sentiment among them would be a significant concern. Hence, this article reports on an investigation in which preservice elementary teachers responded to the Thinking about Science survey instrument. This newly developed instrument addresses the broadrelationship of science to nine important areas of society and culture and is intended to reveal the extent of views being consistent with or disagreeing with a commonly held worldview of science portrayed in the media and in popular science and science education literature. Results indicate that elementary teachers discriminate with respect to different aspects of culture and science but they are not antiscience.

  14. Preservice elementary teacher's attitudes toward gay and lesbian parenting.

    Maney, D W; Cain, R E


    This preliminary investigation assessed preservice elementary teacher's attitudes toward homosexual parents and their children. The study populations included 195 college students enrolled in an elementary school health methods course at a large northeastern university. A 51-item " and Lesbian Parenting Questionnaire" was used for data collection purposes. Reliability estimates for the scales were: attitudes toward lesbians and gay men (alpha = .90), comfort toward gay and lesbian families (alpha = .92), and knowledge about homosexuality (alpha = .52). Most respondents agreed gay men: were not disgusting, should be allowed to teach, were not perverted, and should not overcome their feelings of homosexuality. Most respondents disagreed lesbians cannot fit into society or were sick. Nearly all agreed female homosexuality should not be a basis for job discrimination. Females were significantly (p attitudes toward gay fathers than did male respondents. Respondents with stronger religious attitudes had significantly (p attitudes toward lesbian parents than respondents with weaker religious attitudes.

  15. A Study of Geometry Content Knowledge of Elementary Preservice Teachers



    Full Text Available The purpose of this research is to examine preservice elementary school teachers’ geometry learning as investigated by both qualitative and quantitative methods. For the qualitative investigation, narrative analysis and thematic analysis methods were used. The findings of narrative analysis indicated two main kinds of stories: as a learner and as a beginning teacher. The thematic analysis findings yield to three themes: history of learning geometry, perceptions about geometry, effective geometry instructional practices. The findings informed the quantitative investigation on geometry content knowledge for the case of quadrilaterals. During the second phase of the study, 102 participants who enrolled in the methods course completed pre and post test of teachers’ geometry content knowledge. Treatment group participants (n=54 received series of activities (geometry activities and student work analysis focusing on quadrilaterals, and control group participants (n=48 received traditional instruction. Repeated measures ANOVA results showed a significant change in treatment group participants’ geometry content knowledge. The mixed ANOVA results indicated a significant main effect of knowledge but no significant interaction between geometry content knowledge and grouping. Even though treatment group participants’ geometry content knowledge growth was significant, the difference between treatment group and control group participants’ growth in geometry content knowledge was not significant. This study informs mathematics teacher education in three important areas; limited knowledge of preservice teachers’ geometry content knowledge, integrating mathematics content and the context of teaching into methods course, and use of student work with preservice teachers.

  16. A study of geometry content knowledge of elementary preservice teachers

    Fatma Aslan Tutak


    Full Text Available The purpose of this research is to examine preservice elementary school teachers’ geometry learning as investigated by both qualitative and quantitative methods. For the qualitative investigation, narrative analysis and thematic analysis methods were used. The findings of narrative analysis indicated two main kinds of stories: as a learner and as a beginning teacher. The thematic analysis findings yield to three themes: history of learning geometry, perceptions about geometry, effective geometry instructional practices. The findings informed the quantitative investigation on geometry content knowledge for the case of quadrilaterals. During the second phase of the study, 102 participants who enrolled in the methods course completed pre and post test of teachers’ geometry content knowledge. Treatment group participants (n=54 received series of activities (geometry activities and student work analysis focusing on quadrilaterals, and control group participants (n=48 received traditional instruction. Repeated measures ANOVA results showed a significant change in treatment group participants’ geometry content knowledge. The mixed ANOVA results indicated a significant main effect of knowledge but no significant interaction between geometry content knowledge and grouping. Even though treatment group participants’ geometry content knowledge growth was significant, the difference between treatment group and control group participants’ growth in geometry content knowledge was not significant. This study informs mathematics teacher education in three important areas; limited knowledge of preservice teachers’ geometry content knowledge, integrating mathematics content and the context of teaching into methods course, and use of student work with preservice teachers.

  17. Describing Pre-Service Teachers' Developing Understanding of Elementary Number Theory Topics

    Feldman, Ziv


    Although elementary number theory topics are closely linked to foundational topics in number and operations and are prevalent in elementary and middle grades mathematics curricula, little is currently known about how students and teachers make sense of them. This study investigated pre-service elementary teachers' developing understanding of…

  18. Pre-Service Elementary Teachers' Motivation and Ill-Structured Problem Solving in Korea

    Kim, Min Kyeong; Cho, Mi Kyung


    This article examines the use and application of an ill-structured problem to pre-service elementary teachers in Korea in order to find implications of pre-service teacher education with regard to contextualized problem solving by analyzing experiences of ill-structured problem solving. Participants were divided into small groups depending on the…

  19. Exploring Pre-Service Elementary Teachers' Mental Models of the Environment

    Taskin-Ekici, Fatma; Ekici, Erhan; Cokadar, Hulusi


    This study aims to explore pre-service elementary teachers' understandings of the environment. A survey method was carried out in this study. A close-ended questionnaire and Draw-An-Environment Test (DAET) are administered to pre-service teachers (N = 255) after instruction of an Environmental Education course. A rubric (DAET-R) is used for…

  20. Infusing Science, Technology, and Society Into an Elementary Teacher Education Program: The Impact on Preservice Teachers

    Henning, Mary Beth; Peterson, Barbara R.; King, Kenneth Paul


    In an effort to improve science and social studies instruction, preservice teachers developed original science, technology, and society units to teach in elementary and middle school classrooms during their clinical field experience. Data revealed that the preservice teachers fell into categories of being skeptics, open-minded instructors, or…

  1. The Complexities of Teaching Prime Decomposition and Multiplicative Structure with Tools to Preservice Elementary Teachers

    Kurz, Terri L.; Garcia, Jorge


    Preservice elementary teachers often struggle with prime decomposition and other mathematical topics that correlate with number theory. This paper provides a framework for integrating prime factor tiles into their curriculum with a particular emphasis on prime decomposition. Using this framework, preservice teachers explored and evaluated numbers…

  2. Primarily Statistics: Developing an Introductory Statistics Course for Pre-Service Elementary Teachers

    Green, Jennifer L.; Blankenship, Erin E.


    We developed an introductory statistics course for pre-service elementary teachers. In this paper, we describe the goals and structure of the course, as well as the assessments we implemented. Additionally, we use example course work to demonstrate pre-service teachers' progress both in learning statistics and as novice teachers. Overall, the…

  3. Elementary Preservice Teachers' and Teacher Educators' Perceptions of Financial Literacy Education

    Henning, Mary Beth; Lucey, Thomas A.


    The authors conducted an online survey of elementary teacher education programs within a large midwestern state to assess preservice teachers' and teacher educators' beliefs about and preparedness to teach financial literacy. Very few preservice teachers had meaningful experiences with personal finance in high school, college, or personal decision…

  4. Elementary Education Preservice Teachers' Understanding of Biotechnology and Its Related Processes

    Chabalengula, Vivien Mweene; Mumba, Frackson; Chitiyo, Jonathan


    This study examined preservice teachers' understanding of biotechnology and its related processes. A sample comprised 88 elementary education preservice teachers at a large university in the Midwest of the USA. A total of 60 and 28 of the participants were enrolled in introductory and advanced science methods courses, respectively. Most…

  5. Sources of Science Teaching Self-Efficacy for Preservice Elementary Teachers in Science Content Courses

    Menon, Deepika; Sadler, Troy D.


    Self-efficacy beliefs play a major role in determining teachers' science teaching practices and have been a topic of great interest in the area of preservice science teacher education. This qualitative study investigated factors that influenced preservice elementary teachers' science teaching self-efficacy beliefs in a physical science content…

  6. Effect of Robotics on Elementary Preservice Teachers' Self-Efficacy, Science Learning, and Computational Thinking

    Jaipal-Jamani, Kamini; Angeli, Charoula


    The current impetus for increasing STEM in K-12 education calls for an examination of how preservice teachers are being prepared to teach STEM. This paper reports on a study that examined elementary preservice teachers' (n = 21) self-efficacy, understanding of science concepts, and computational thinking as they engaged with robotics in a science…

  7. Bonded Relationships: Supporting Pre-Service Teachers to Develop Confidence and Competency as Elementary Literacy Educators

    Ticknor, Anne Swenson; Cavendish, Leslie M.


    Relationships matter in learning and in particular they matter for pre-service teachers engaged in learning how to teach in Midwest University, USA. This article reports findings from an 18-month long study that investigated how relationships supported and constrained four elementary pre-service literacy teachers' professional identities as…

  8. The influence of analogical reasoning instruction on the pedagogical reasoning ability of preservice elementary teachers

    James, Mark Charles

    Novice teachers with little prior knowledge of science concepts often resort to teaching science as a litany of jargon and definitions. The primary objective of this study was to establish the efficacy of analogy-based pedagogy on influencing the teaching performance of preservice elementary teachers, a group that has been identified for their particular difficulties in teaching science content. While numerous studies have focused on the efficacy of analogy-based instruction on the conceptual knowledge of learners, this was the first study to focus on the influence of analogy-based pedagogy instruction on the teaching performance of novice teachers. The study utilized a treatment/contrast group design where treatment and contrast groups were obtained from intact sections of a university course on methods of teaching science for preservice elementary education students. Preservice teachers in the treatment group were provided instruction in pedagogy that guided them in the generation of analogies to aid in the explanation phase of their learning cycle lessons. The process of generating and evaluating analogies for use in teaching was instrumental in focusing the preservice teachers' lesson planning efforts on critical attributes in target concepts, and away from misplaced concentrations on jargon and definitions. Teaching performance was primarily analyzed using coded indicants of Shulman's (1986) six stages of pedagogical reasoning ability. The primary data source was preservice teachers' work submitted for a major course assignment where the preservice teachers interviewed an elementary school student to gauge prior knowledge of Newtonian force concepts. The culmination of the semester-long assignment was the design of an individualized lesson that was presented by the preservice teachers to individual elementary school students. The results of this study strongly suggest that instruction in methods to include analogy-based pedagogy within a learning cycle lesson

  9. Flipping Preservice Elementary Teachers' Mathematics Anxieties

    Dove, Anthony; Dove, Emily


    In preparing future elementary educators in mathematics, helping them overcome their anxieties of mathematics and teaching mathematics is paramount. This study examined how different instructional practices (in-class lecture, flipped learning with teacher-created videos, flipped classroom with Khan Academy videos) compared in improving students'…

  10. Examining Elementary Preservice Teachers’ Self-Efficacy Beliefs: Combination of Quantitative and Qualitative Methods



    Full Text Available This study examines elementary preservice teachers’ self-efficacy beliefs. Quantitative and qualitative research methods were used in this study. In the quantitative part, data were collected from 122 final year preservice teachers. The instrument developed by Tschannen–Moran and Woolfolk–Hoy (2001 was administered to preservice teachers. Findings of the quantitative part revealed that preservice teachers’ self-efficacy towards teaching profession was not fully adequate. There were no differences amongst preservice teachers’ self-efficacy towards teaching regarding gender and achievement. In the qualitative part of the study, preservice teachers responded to factors involving Student Engagement and Classroom Management based on experiences that they gained in teaching practice. However, their explanation relied on their theoretical knowledge regarding the Instructional Strategies factor. This could be explained as they have lack of experiences regarding this factor

  11. Confronting Barriers to Teaching Elementary Science: After-School Science Teaching Experiences for Preservice Teachers

    Cartwright, Tina; Smith, Suzanne; Hallar, Brittan


    This qualitative study examines the transition of eight elementary preservice teachers into student teaching after participating in a science methods course that included a significant amount of teaching after-school science to elementary grade students. These eight participants had a chance to practice teaching inquiry-based science and to reform…

  12. Using Citizen Science to Engage Preservice Elementary Educators in Scientific Fieldwork

    Scott, Catherine M.


    Preservice elementary teachers' lack of confidence in teaching science is an ongoing concern. Only 29% of elementary teachers in the field felt "very well prepared to teach life science," according to the National Survey of Science and Mathematics Education. Research has suggested that bridging informal and formal science education can…

  13. Developing Preservice Teachers' Self-Efficacy through Field-Based Science Teaching Practice with Elementary Students

    Flores, Ingrid M.


    Thirty preservice teachers enrolled in a field-based science methods course were placed at a public elementary school for coursework and for teaching practice with elementary students. Candidates focused on building conceptual understanding of science content and pedagogical methods through innovative curriculum development and other course…

  14. Transforming a University "Entomology" Course into an Elementary Pre-service Teachers Training Course

    Chow-Chin Lu


    Full Text Available As elementary school pre-service teachers are required to learn the pedagogical content knowledge of natural field, "Entomology" course offered at the teacher training department was transformed into elementary pre-service teachers’ training course to early cultivate science teachers. This study adopted a mixed method research design. Forty-three pre-service teachers participated in the study and took the "Entomology" teacher training course. The course covers insect concepts, concept map drawing, insect feeding skills, outdoors teaching skills for insect survey, assessment for insect science fairs and designing science lesson plans. Both quantitative data and qualitative data were collected and analyzed to investigate the development of pre-service teachers’ pedagogical content knowledge. The results were as follows: 1 ICTS pre- and post-testing t test results show that pre-service teachers gained more insect cognitive concepts from the Entomology course. 2 In the pre-service teachers’ drawings of conceptual diagrams, the class framework was partially correct, but the conjunctions were accurately presented. 3 Pre-service teachers demonstrated skills of rearing insects, outdoors teaching skills for insect, assessing insect science fairs, and designing science lesson plans. 4 The transformation of the Entomology course into a teacher training course was feasible; however, entomology experimental activities may be added into the curriculum when pre-service teachers assessed insect science fairs.

  15. Predicting Turkish Preservice Elementary Teachers' Orientations to Teaching Science with Epistemological Beliefs, Learning Conceptions, and Learning Approaches in Science

    Sahin, Elif Adibelli; Deniz, Hasan; Topçu, Mustafa Sami


    The present study investigated to what extent Turkish preservice elementary teachers' orientations to teaching science could be explained by their epistemological beliefs, conceptions of learning, and approaches to learning science. The sample included 157 Turkish preservice elementary teachers. The four instruments used in the study were School…

  16. The Relationships among Mathematics Teaching Efficacy, Mathematics Self-Efficacy, and Mathematical Beliefs for Elementary Pre-Service Teachers

    Briley, Jason S.


    Ninety-five elementary pre-service teachers enrolled in a mathematics content course for elementary school teachers completed 3 surveys to measure mathematics teaching efficacy, mathematics self-efficacy, and mathematical beliefs. The pre-service teachers who reported stronger beliefs in their capabilities to teach mathematics effectively were…

  17. Music-Themed Mathematics Education as a Strategy for Improving Elementary Preservice Teachers' Mathematics Pedagogy and Teaching Self-Efficacy

    An, Song A.; Tillman, Daniel A.; Paez, Carlos R.


    This study investigated the effects upon elementary preservice teachers' mathematics teaching self-efficacy and interdisciplinary lesson design strategies, which resulted from an educational intervention that emphasized integrated music-mathematics instruction. The participating elementary preservice teachers (n = 152) were recruited for this…

  18. Exploring the Use of Lesson Study to Develop Elementary Preservice Teachers' Pedagogical Content Knowledge for Teaching Nature of Science

    Akerson, Valarie L.; Pongsanon, Khemmawadee; Park Rogers, Meredith A.; Carter, Ingrid; Galindo, Enrique


    This study explored a modified version of Japanese Lesson Study to determine whether and how it influenced preservice elementary teachers in their abilities to deliver science lessons that included nature of science (NOS) to their own students. We used a case study approach that focused on one subset of a cohort of preservice elementary teachers…

  19. Enhancing Elementary Pre-service Teachers' Plant Processes Conceptions

    Thompson, Stephen L.; Lotter, Christine; Fann, Xumei; Taylor, Laurie


    Researchers examined how an inquiry-based instructional treatment emphasizing interrelated plant processes influenced 210 elementary pre-service teachers' (PTs) conceptions of three plant processes, photosynthesis, cellular respiration, and transpiration, and the interrelated nature of these processes. The instructional treatment required PTs to predict the fate of a healthy plant in a sealed terrarium (Plant-in-a-Jar), justify their predictions, observe the plant over a 5-week period, and complete guided inquiry activities centered on one of the targeted plant processes each week. Data sources included PTs' pre- and post-predictions with accompanying justifications, course artifacts such as weekly terrarium observations and science journal entries, and group models of the interrelated plant processes occurring within the sealed terraria. A subset of 33 volunteer PTs also completed interviews the week the Plant-in-a-Jar scenario was introduced and approximately 4 months after the instructional intervention ended. Pre- and post-predictions from all PTs as well as interview responses from the subgroup of PTs, were coded into categories based on key plant processes emphasized in the Next Generation Science Standards. Study findings revealed that PTs developed more accurate conceptions of plant processes and their interrelated nature as a result of the instructional intervention. Primary patterns of change in PTs' plant process conceptions included development of more accurate conceptions of how water is used by plants, more accurate conceptions of photosynthesis features, and more accurate conceptions of photosynthesis and cellular respiration as transformative processes.

  20. Pre-Service Elementary Teachers’ Scientific Literacy and Self-Efficacy in Teaching Science

    Adam Al Sultan


    Full Text Available Many educators and educational institutions worldwide have agreed that the main goal of science education is to produce a scientifically literate community. Science teachers are key to the achievement of scientific literacy at all levels of education because of the essential role they play in preparing scientifically literate individuals. Studies show that pre-service elementary teachers need to build more confidence in teaching science and scientific literacy during their teacher education programs in order for them to successfully teach science knowledge to their students. Therefore, the purpose of this study is threefold. First, pre-service elementary teachers' scientific literacy levels were examined. Second, pre-service teachers' self-efficacy beliefs were measured by distinguishing between their personal and subject-specific self-efficacy beliefs. Third, the extent to which pre-service elementary teachers' scientific literacy levels and self-efficacy levels are related was investigated. Participants were 49 pre-service elementary teachers registered in two science methods courses (introductory and advanced at a mid-sized university in the United States. Quantitative data were collected using the Test of Basic Scientific Literacy, the Science Teaching Efficacy Belief Instrument-Preservice, and Beliefs about Teaching. Results showed that participants had a satisfactory level of scientific literacy. However, pre-service teachers had borderline scores on the Nature of Science scale. Regarding self-efficacy, findings showed that both groups had the highest self-efficacy in teaching biology and the lowest in teaching physics. Participants in the advanced science methods course exhibited a moderate preexisting positive relationship between scientific literacy and subject-specific self-efficacy in teaching science.

  1. Changing Pre-Service Elementary Teachers' Beliefs about Mathematical Knowledge

    Stohlmann, Micah; Moore, Tamara; Cramer, Kathleen; Maiorca, Cathrine


    Studies have reported that pre-service teachers often enter teacher preparation programs with beliefs and attitudes not conducive to teaching the subject conceptually. In the USA, the Common Core State Standards for Mathematics have brought a renewed focus on procedural and conceptual understanding. However, many U.S. pre-service teachers have…

  2. Using Student Video Cases to Assess Pre-service Elementary Teachers' Engineering Teaching Responsiveness

    Dalvi, Tejaswini; Wendell, Kristen


    Our study addresses the need for new approaches to prepare novice elementary teachers to teach both science and engineering, and for new tools to measure how well those approaches are working. This in particular would inform the teacher educators of the extent to which novice teachers are developing expertise in facilitating their students' engineering design work. One important dimension to measure is novice teachers' abilities to notice the substance of student thinking and to respond in productive ways. This teacher noticing is particularly important in science and engineering education, where students' initial, idiosyncratic ideas and practices influence the likelihood that particular instructional strategies will help them learn. This paper describes evidence of validity and reliability for the Video Case Diagnosis (VCD) task, a new instrument for measuring pre-service elementary teachers' engineering teaching responsiveness. To complete the VCD, participants view a 6-min video episode of children solving an engineering design problem, describe in writing what they notice about the students' science ideas and engineering practices, and propose how a teacher could productively respond to the students. The rubric for scoring VCD responses allowed two independent scorers to achieve inter-rater reliability. Content analysis of the video episode, systematic review of literature on science and engineering practices, and solicitation of external expert educator responses establish content validity for VCD. Field test results with three different participant groups who have different levels of engineering education experience offer evidence of construct validity.

  3. "Project NEO": A Video Game to Promote STEM Competency for Preservice Elementary Teachers

    Van Eck, Richard N.; Guy, Mark; Young, Timothy; Winger, Austin T.; Brewster, Scott


    The need for science, technology, engineering, and mathematics majors for our future workforce is growing, yet fewer students are choosing to major in science, technology, engineering, and mathematics areas, and many are underprepared, in part because elementary school preservice teachers are also underprepared. This National Science…

  4. Science Teaching Efficacy of Preservice Elementary Teachers: Examination of the Multiple Factors Reported as Influential

    Tastan Kirik, Özgecan


    This study explores the science teaching efficacy beliefs of preservice elementary teachers and the relationship between efficacy beliefs and multiple factors such as antecedent factors (participation in extracurricular activities and number of science and science teaching methods courses taken), conceptual understanding, classroom management…

  5. The Principle-Practical Discourse Edge: Elementary Preservice and Mentor Teachers Working Together on Colearning Tasks

    Gunckel, Kristin L.; Wood, Marcy B.


    A major challenge in preparing elementary teachers to teach inquiry-based science is finding qualified mentor teachers who use research-based approaches to teach science in their classrooms. This situation means preservice teachers often see few connections between the research-based principles for teaching science they learn in university-based…

  6. Constructing the Past: Assessment of Elementary Preservice Teachers' Perception about History

    Ohn, J. D.


    The purpose of the study was to examine if and how elementary preservice teachers' perceptions about history were changed upon their completion of a class project that engaged them in a discipline-specific inquiry as a method of teaching history. Surveys were administered to assess any changes in their perception of the history before and after…

  7. An Analysis of Pre-Service Elementary Teachers' Understanding of Inquiry-Based Science Teaching

    Lee, Carole K.; Shea, Marilyn


    This study examines how pre-service elementary teachers (PSETs) view inquiry-based science learning and teaching, and how the science methods course builds their confidence to teach inquiry science. Most PSETs think that inquiry is asking students questions rather than a formal set of pedagogical tools. In the present study, three groups of PSETs…

  8. An Investigation of Elementary Preservice Teachers' Self-Efficacy for Teaching Mathematics

    Giles, Rebecca McMahon; Byrd, Kelly O.; Bendolph, Angelia


    Research has consistently shown that teacher efficacy is related to a variety of desirable student outcomes, thus, making teacher efficacy an important factor in high quality mathematics instruction. The purpose of this study was to determine elementary preservice teachers' self-efficacy beliefs related to teaching mathematics. Forty-one…

  9. The Relationship between Preservice Elementary Mathematics Teachers' Beliefs and Metacognitive Awareness

    Hart, Lynn Cecilia; Memnun, Dilek Sezgin


    The purpose of this study was to examine the metacognitive awareness and the beliefs about mathematics teaching and learning of preservice elementary mathematics teachers and to explore the relationship between the two. The Metacognitive Awareness Instrument (MAI) and the Mathematics Beliefs Instrument (MBI) were implemented with 118 elementary…

  10. Reading and Reflecting: Elementary Preservice Teachers' Conceptions about Teaching Mathematics for Equity

    Jackson, Christa; Jong, Cindy


    Teaching mathematics for equity is critical because it provides opportunities for all students, especially those who have been traditionally marginalised, to learn mathematics that is rigorous and relevant to their lives. This article reports on our work, as mathematics teacher educators, on exposing and engaging 60 elementary preservice teachers…

  11. Bringing Digital Storytelling to the Elementary Classroom: Video Production for Preservice Teachers

    Shelton, Catharyn C.; Archambault, Leanna M.; Hale, Annie E.


    This study presents and evaluates a 7-week learning experience embedded in a required content-area course in a teacher preparation program, in which 31 preservice elementary teachers produced digital storytelling videos and considered how this approach may apply to their future classrooms. Qualitative and quantitative data from preservice…

  12. Pre-Service Elementary Mathematics Teachers' Metaphors on Scientific Research and Foundations of Their Perceptions

    Bas, Fatih


    In this study, it is aimed to investigate pre-service elementary mathematics teachers' perceptions about scientific research with metaphor analysis and determine the foundations of these perceptions. This phenomenological study was conducted with 182 participants. The data were collected with two open-ended survey forms formed for investigating…

  13. Intersections of life histories and science identities : the stories of three preservice elementary teachers

    Avraamidou, Lucy

    Grounded within Connelly and Clandinin's conceptualization of teachers' professional identity in terms of stories to live by' and through a life-history lens, this multiple case study aimed to respond to the following questions: (a) How do three preservice elementary teachers view themselves as

  14. Intersections of Life Histories and Science Identities: The Stories of Three Preservice Elementary Teachers

    Avraamidou, Lucy


    Grounded within Connelly and Clandinin's conceptualization of teachers' professional identity in terms of "stories to live by" and through a life-history lens, this multiple case study aimed to respond to the following questions: (a) How do three preservice elementary teachers view themselves as future science teachers? (b) How have the…

  15. Using Online Peer Dialogue Journaling to Promote Reflection in Elementary Preservice Teachers

    Ruan, Jiening; Beach, Sara Ann


    This case study investigates the effectiveness of online peer dialogue journaling. The authors developed this learning strategy for elementary preservice teachers to reflect on their tutoring experiences and to provide support to their journal partners using an Internet discussion forum. The participants were asked to fill in two questionnaires,…

  16. What ''Counts'' as Algebra in the Eyes of Preservice Elementary Teachers?

    Stephens, Ana C.


    This study examined conceptions of algebra held by 30 preservice elementary teachers. In addition to exploring participants' general ''definitions'' of algebra, this study examined, in particular, their analyses of tasks designed to engage students in relational thinking or a deep understanding of the equal sign as well as student work on these…

  17. The Problem-Based Learning Process: Reflections of Pre-Service Elementary School Teachers

    Baysal, Zeliha Nurdan


    This study aims to identify the benefits acquired by third-year pre-service elementary school teachers participating in a problem-based learning process in social studies education, the issues they encountered in that process and those they are likely to encounter, and their feelings about the process. Semi-structured interviews were used as one…

  18. The Effects of Numerical and Figural Cues on the Induction Processes of Preservice Elementary Teachers

    Rivera, Ferdinand; Becker, Joanne Rossi


    In this report, we address the following questions: What aspects of information do preservice elementary teachers rely on when performing inductive reasoning? What contexts enable them to perceive the inherent invariant relationships from a finite sample and, thus, formulate viable generalizations? To what extent are they able to justify inductive…

  19. Knowledge of Arthropod Carnivory and Herbivory: Factors Influencing Preservice Elementary Teacher's Attitudes and Beliefs toward Arthropods

    Wagler, Ron; Wagler, Amy


    Human negativity toward arthropods has been well documented but the factors that contribute to this negativity have been elusive. This study explored knowledge of arthropod carnivory and herbivory as possible casual factors that contribute to the negative tendencies preservice elementary teachers have toward most arthropods. Specifically, this…

  20. Use of Creative Drama in Science and Mathematics by Preservice Elementary Teachers

    Ozdemir, Pinar; Akkus Cikla, Oylum


    The purpose of this study is to analyse science and mathematics lesson plans prepared in the light of drama based instruction by preservice elementary teachers. For this purpose, 12 female participants were chosen volunteerly. They gained basic knowledge and experience about creative drama by involving sample creative drama activities and lesson…

  1. Preservice elementary teachers' actual and designated identities as teachers of science and teachers of students

    Canipe, Martha Murray

    Preservice elementary teachers often have concerns about teaching science that may stem from a lack of confidence as teachers or their own negative experiences as learners of science. These concerns may lead preservice teachers to avoid teaching science or to teach it in a way that focuses on facts and vocabulary rather than engaging students in the doing of science. Research on teacher identity has suggested that being able to envision oneself as a teacher of science is an important part of becoming a teacher of science. Elementary teachers are generalists and as such rather than identifying themselves as teachers of particular content areas, they may identify more generally as teachers of students. This study examines three preservice teachers' identities as teachers of science and teachers of students and how these identities are enacted in their student teaching classrooms. Using a narrated identity framework, I explore stories told by preservice teachers, mentor teachers, student teaching supervisors, and science methods course instructors about who preservice teachers are as teachers of science and teachers of students. Identities are the stories that are told about who someone is or will become in relation to a particular context. Identities that are enacted are performances of the stories that are an identity. Stories were collected through interviews with each storyteller and in an unmoderated focus group with the three preservice teachers. In addition to sorting stories as being about teachers of science or students, the stories were categorized as being about preservice teachers in the present (actual identities) or in the future (designated identities). The preservice teachers were also observed teaching science lessons in their student teaching placements. These enactments of identities were analyzed in order to identify which aspects of the identity stories were reflected in the way preservice teachers taught their science lessons. I also analyzed the

  2. Helping Preservice Teachers (PSTs) Understand the Realities of Poverty: Innovative Curriculum Modules

    Cho, Moon-Heum; Convertino, Christina; Khourey-Bowers, Claudia


    The purpose of this study was to develop an innovative addition to the curriculum to help preservice teachers cultivate an understanding of poverty. Using technology, an interdisciplinary team created two online learning modules entitled Teacher as Learning Facilitator and Teacher as Anthropologist. Preservice teachers valued the newly developed…

  3. Views of Elementary School Pre-Service Teachers About the Use of Educational Mathematics Games in Mathematics Teaching

    Hasan Topçu


    Full Text Available The aim of this study was to reveal the opinions of elementary school pre-service teachers about the usage of educational mathematics games in elementary mathematics teaching. In this study, case study that, one of qualitative research methods, was used. Data were collected by utilizing a semi-structured interview form to these elementary school pre-service teachers and analyzed using by content analysis method. A total of 10 junior pre-service teachers enrolled in undergraduate programs of elementary teaching attended to this research. In conclusion, these pre-service teachers indicated that educational computer games would provide benefits such as making students’ learning more permanent, visualizing concepts, making students love mathematics, learning by entertaining, reinforcing what has been learnt and developing thinking skills. Nevertheless, these elementary school pre-service teachers stated the limitations about educational computer games such as causing addiction and physical damages, being time-consuming, requiring special equipment and software and making class management difficult. Besides, it was revealed that the pre-service teachers demonstrated positive attitudes towards the use of games in courses while that they did not feel themselves competent in terms of application.Key Words:    Educational computer games, mathematics teaching, elementary school pre-service teachers

  4. The effect of electronic networking on preservice elementary teachers' science teaching self-efficacy and attitude towards science teaching

    Mathew, Nishi Mary

    Preservice elementary teachers' science teaching efficacy and attitude towards science teaching are important determinants of whether and how they will teach science in their classrooms. Preservice teachers' understanding of science and science teaching experiences have an impact on their beliefs about their ability to teach science. This study had a quasi-experimental pretest-posttest control group design (N = 60). Preservice elementary teachers in this study were networked through the Internet (using e-mail, newsgroups, listserv, world wide web access and electronic mentoring) during their science methods class and student practicum. Electronic networking provides a social context in which to learn collaboratively, share and reflect upon science teaching experiences and practices, conduct tele-research effectively, and to meet the demands of student teaching through peer support. It was hoped that the activities over the electronic networks would provide them with positive and helpful science learning and teaching experiences. Self-efficacy was measured using a 23-item Likert scale instrument, the Science Teaching Efficacy Belief Instrument, Form-B (STEBI-B). Attitude towards science teaching was measured using the Revised Science Attitude Scale (RSAS). Analysis of covariance was used to analyze the data, with pretest scores as the covariate. Findings of this study revealed that prospective elementary teachers in the electronically networked group had better science teaching efficacy and personal science teaching efficacy as compared to the non-networked group of preservice elementary teachers. The science teaching outcome expectancy of prospective elementary teachers in the networked group was not greater than that of the prospective teachers in the non-networked group (at p < 0.05). Attitude towards science teaching was not significantly affected by networking. However, this is surmised to be related to the duration of the study. Information about the

  5. The effect of site-based preservice experiences on elementary science teaching self-efficacy beliefs

    Wingfield, Mary E.

    Current reform in science education has focused on the need for improvement of preservice teacher training (National Science Education Standards, 1996). As a situation specific construct (Bandura, 1977), self-efficacy studies have been conducted to investigate factors that impact preservice teachers' sense of confidence as it relates to their ability to become successful science teachers. This descriptive study identified factors in the site based experiences that affected preservice elementary teachers' self-efficacy as measured by the Science Teaching Efficacy Belief Instrument (STEBL-B) (Enochs and Riggs, 1990). The sample consisted of the entire population of undergraduate elementary preservice teachers in the site based teacher education program during the fall semester of 1997 at a large south central urban university. The 131 paired, pretest posttests of the entire STEBL-B and the two constructs were analyzed for significance in mean score gains. Results of the paired t test yielded a t value of 11.52 which was significant at p Bandura identified as sources of information used to determine self-efficacy. These include performance accomplishments through authentic teaching experiences, vicarious experiences through observation of the site based teachers, and verbal persuasion and physiological states from feedback given by the university coordinators. The majority of these preservice teachers started the semester with a negative attitude toward teaching science, but ended the semester with a positive view of themselves as effective science teachers in the future.

  6. Pre-service elementary teachers' understanding of scientific inquiry and its role in school science

    Macaroglu, Esra

    The purpose of this research was to explore pre-service elementary teachers' developing understanding of scientific inquiry within the context of their elementary science teaching and learning. More specifically, the study examined 24 pre-service elementary teachers' emerging understanding of (1) the nature of science and scientific inquiry; (2) the "place" of scientific inquiry in school science; and (3) the roles and responsibilities of teachers and students within an inquiry-based learning environment. Data sources consisted primarily of student-generated artifacts collected throughout the semester, including pre/post-philosophy statements and text-based materials collected from electronic dialogue journals. Individual data sources were open-coded to identify concepts and categories expressed by students. Cross-comparisons were conducted and patterns were identified. Assertions were formed with these patterns. Findings are hopeful in that they suggest pre-service teachers can develop a more contemporary view of scientific inquiry when immersed in a context that promotes this perspective. Not surprisingly, however, the prospective teachers encountered a number of barriers when attempting to translate their emerging ideas into practice. More research is needed to determine which teacher preparation experiences are most powerful in supporting pre-service teachers as they construct a framework for science teaching and learning that includes scientific inquiry as a central component.

  7. The Impact of Video Case Content on Preservice Elementary Teachers' Decision-Making and Conceptions of Effective Science Teaching

    Olson, Joanne K.; Bruxvoort, Crystal N.; Vande Haar, Andrea J.


    Little is known about how the content of a video case influences what preservice teachers learn about science teaching. This study was designed to determine the impact of two different video cases on preservice elementary teachers' conceptions of multiple aspects of effective science teaching, with one video selected to focus attention on the role…

  8. Elementary Education Pre-Service Teachers' Development of Mathematics Technology Integration Skills in a Technology Integration Course

    Polly, Drew


    Preparing pre-service teachers to effectively integrate technology in the classroom requires rich experiences that deepen their knowledge of technology, pedagogy, and content and the intersection of these aspects. This study examined elementary education pre-service teachers' development of skills and knowledge in a technology integration course…

  9. Implementation of Technology in an Elementary Mathematics Lesson: The Experiences of Pre-Service Teachers at One University

    Herron, Julie


    This study examined pre-service teachers' responses to implementing technology into elementary mathematics lessons. Instructional Architect (IA) was the web-base technology used by the pre-service teachers. Four themes emerged from the data: (a) insights into technology, (b) struggles with technology, (c) access to the mathematics and (d) learning…

  10. Teaching Science as Science Is Practiced: Opportunities and Limits for Enhancing Preservice Elementary Teachers' Self-Efficacy for Science and Science Teaching

    Avery, Leanne M.; Meyer, Daniel Z.


    Science teaching in elementary schools, or the lack thereof, continues to be an area of concern and criticism. Preservice elementary teachers' lack of confidence in teaching science is a major part of this problem. In this mixed-methods study, we report the impacts of an inquiry-based science course on preservice elementary teachers' self-efficacy…

  11. Curriculum-Dependent and Curriculum-Independent Factors in Preservice Elementary Teachers' Adaptation of Science Curriculum Materials for Inquiry-Based Science

    Forbes, Cory T.


    In this nested mixed methods study I investigate factors influencing preservice elementary teachers' adaptation of science curriculum materials to better support students' engagement in science as inquiry. Analyses focus on two "reflective teaching assignments" completed by 46 preservice elementary teachers in an undergraduate elementary science…

  12. The Effect of Tenebrio obscurus on Elementary Preservice Teachers' Content Knowledge, Attitudes, and Self-efficacy

    Weinburgh, Molly


    This study explores the extent to which an activity used in an elementary science methods course affected the preservice teachers’ content knowledge, attitudes, and self-efficacy. The participants were 172 students enrolled in five sections of elementary science methods. Students participated in a 9-week investigation on life cycles using mealworms ( Tenebrio obscurus). Multiple data sources indicate that most of the students had limited prior content knowledge about mealworms, expressed neutral attitudes toward mealworms upon first exposure to them, and were uncomfortable with the idea of having to teach with and about them. At the end of 9 weeks, content knowledge on mealworms had greatly improved. The preservice teachers’ attitudes about mealworms and their self-efficacy about using mealworms with children had also improved.

  13. The Structures and Possible Sources of Preservice Elementary Teachers' Mental Models About Moon Phases

    Jun-Young Oh


    Full Text Available This study was to understand the components that influence preservice elementary teachers' mental models about `astronomical phenomena' such as the Seasons of the year, and the Lunar Phases of the month. We selected university of education students among whom 23 were in the second year. The data collected from the paper-pencil test and individual interview with students. The results of this study show that the students had apparent synthetic Mental models, and that the 'distance theory, and occultation theory' had most important effects on their Mental Models. It can be said that preservice elementary teachers' initial mental models of the `astronomical phenomenon' have their origin in their belief sets (specific theory related to `astronomical phenomenon', on the basis of which they can interpret their observations and cultural information with the constraints of a naive framework of physics. The structures and possible sources of their mental models for overcoming these synthetic mental models were also discussed.

  14. Elementary pre-service teachers' conceptual understanding of dissolving: a Vygotskian concept development perspective

    Harrell, Pamela; Subramaniam, Karthigeyan


    Background and purpose: The purpose of this study was to investigate and identify the nature and the interrelatedness of pre-service teachers' misconceptions and scientific concepts for explaining dissolving before, during, and after a 5E learning cycle lesson on dissolving, the intervention. Sample, design, and methods: Guided by Vygotsky's theory of concept development, the study focused specifically on the spontaneous, and spontaneous pseudo-concepts held by the 61 elementary pre-service teachers during a 15-week science methods course. Data included concept maps, interview transcripts, written artifacts, drawings, and narratives, and were thematically analyzed to classify concepts and interrelatedness. Results: Results of the study showed that spontaneous pseudo-concepts (1) dominated pre-service teachers' understandings about dissolving throughout the study, and (2) were simply associated with scientific concepts during and after the intervention. Conclusion: Collectively, the results indicated that the pre-service teachers' did not acquire a unified system of knowledge about dissolving that could be characterized as abstract, generalizable, and hierarchical. Implications include the need for (1) familiarity with pre-service teachers' prior knowledge about science content; (2) a variety of formative assessments to assess their misconceptions; (3) emphasizing the importance of dialectical method for concept development during instruction; and (4) skillful content instructors.

  15. Caring Enough to Teach Science. Helping Pre-service Teachers View Science Instruction as an Ethical Responsibility

    Grinell, Smith; Rabin, Colette


    The goal of this project was to motivate pre-service elementary teachers to commit to spending significant instructional time on science in their future classrooms despite their self-assessed lack of confidence about teaching science and other impediments (e.g., high-stakes testing practices that value other subjects over science). Pre-service teachers in science methods courses explored connections between science and ethics, specifically around issues of ecological sustainability, and grappled with their ethical responsibilities as teachers to provide science instruction. Survey responses, student "quick-writes," interview transcripts, and field notes were analyzed. Findings suggest that helping pre-service teachers see these connections may shape their beliefs and dispositions in ways that may motivate them to embark on the long road toward improving their science pedagogical content knowledge and ultimately to teach science to their students more often and better than they otherwise might. The approach may also offer a way for teachers to attend to the moral work of teaching.

  16. The Impact of Guided Student-Generated Questioning on Chemistry Achievement and Self-Efficacy of Elementary Preservice Teachers

    Moseley, Christine; Bonner, Emily; Ibey, Marilyn


    This study investigated the use of Guided Student-Generated Questioning (GSGQ) as a metacognitive instructional strategy to increase chemistry achievement and self-efficacy of elementary preservice teachers. The Chemistry Self-Efficacy Scale (CSES), modified from the Biology Self-Efficacy Scale (BSES),was used to determine elementary preservice…

  17. Self-efficacy in Environmental Education: Experiences of elementary education preservice teachers

    Gardner, Cynthia Crompton

    Despite research showing Environmental Education can provide positive student outcomes in academic achievement, critical thinking, motivation and engagement (Ernst, 2007; Lieberman & Hoody, 1998; Orr, 1992; Palmer, 1998; Powers, 2004; Volk & Cheak, 2003), Environmental Education is currently not a critical element in American public school K-12 education. The present study investigates self-efficacy in Environmental Education through a mixed methods research approach. The data reveal the participants' perspectives of their sense of self-efficacy in Environmental Education. It adds to the body of work on Environmental Education and self-efficacy by specifically investigating the topics through interviews with preservice teachers. Purposeful sampling is used to identify preservice elementary education teachers in their senior year of college with a high measure of self-efficacy. Self-efficacy is measured using the Environmental Education Efficacy Belief Instrument (Sia, 1992). Forty-six preservice teachers completed the instrument. Six preservice teachers were interviewed to determine experiences that impact their self-efficacy in Environmental Education. Continual comparison and cross-case analysis are used to analyze the data. The results reveal a relationship between personal experiences with nature as a young child and current beliefs toward their personal efficacy and teaching outcome efficacy in Environmental Education. Similar to the findings of Sia (1992), the researcher discovered that preservice teachers realize that they lack sufficient knowledge and skill in Environmental Education but believe that effective teaching can increase students understanding of Environmental Education. While the preservice teachers do not believe they will teach Environmental Education as well as other subjects, they will continually seek out better ways to teach Environmental Education. Interviews with participants who had a high self-efficacy revealed the importance of

  18. The nature of science and the preservice elementary teacher: Changes in understanding and practice

    Rivas, Michael Gerald

    This action research project studies preservice elementary teachers in a science methods course. The purpose of this research project was to enhance preservice teachers' understanding of specific nature of science (NOS) tenets so as to promote equity and access within the elementary science classroom. In particular, I chose five NOS tenets that were listed in the first chapter of the AAAS (1989) document titled, "The Nature of Science," and connected them to equitable educational goals and practices. The theoretical framework guiding this study came from bodies of scholarship relating to the NOS, social constructivism, and action research. This study addressed the following three questions: (1) What opportunities were provided the preservice teachers so that they could enhance their understandings of the NOS? (2) What were the changes in preservice teachers' understanding of the NOS as a result? (3) How did the prospective teachers' understandings of the NOS translate into their classroom practice? The analysis revealed that the science methods course's operational curriculum consisted of implicit and explicit teaching of the NOS, as well as intended and untended NOS tenets. The prospective teachers initially held a limited view of the NOS, but by the end of the course their view had been enhanced. In addition, the participants made direct connections between their new understandings of the NOS and equity and access in the science classroom. In their teaching, the preservice teachers as a group implicitly taught all five of the NOS tenets. In fact, a majority taught three of the five intended tenets. Explicitly, only one tenet was taught, but it was taught with a direct connection to making the science classroom more inclusive. The findings of this study indicate that preservice teachers can have their views of the NOS enhanced even though they may have experienced years of deficient science instruction. They pointed out that this enhanced view of the NOS can be

  19. The Impacts of Mathematical Representations Developed through Webquest and Spreadsheet Activities on the Motivation of Pre-Service Elementary School Teachers

    Halat, Erdogan; Peker, Murat


    The purpose of this study was to compare the influence of instruction using WebQuest activities with the influence of an instruction using spreadsheet activities on the motivation of pre-service elementary school teachers in mathematics teaching course. There were a total of 70 pre-service elementary school teachers involved in this study. Thirty…

  20. The Effect of Using an Explicit General Problem Solving Teaching Approach on Elementary Pre-Service Teachers' Ability to Solve Heat Transfer Problems

    Mataka, Lloyd M.; Cobern, William W.; Grunert, Megan L.; Mutambuki, Jacinta; Akom, George


    This study investigate the effectiveness of adding an "explicit general problem solving teaching strategy" (EGPS) to guided inquiry (GI) on pre-service elementary school teachers' ability to solve heat transfer problems. The pre-service elementary teachers in this study were enrolled in two sections of a chemistry course for pre-service…

  1. Preservice Elementary Teachers' Mathematics Content Knowledge and Teacher Efficacy

    Newton, Kristie Jones; Leonard, Jacqueline; Evans, Brian R.; Eastburn, Julie A.


    The purpose of this study was to examine the relationship between mathematics content knowledge and teacher efficacy during an elementary mathematics methods course. A positive moderate relationship between content knowledge and personal teaching efficacy was found, and this relationship was stable during the course. No relationship was found…

  2. Development of preservice elementary teachers' science self- efficacy beliefs and its relation to science conceptual understanding

    Menon, Deepika

    Self-efficacy beliefs that relate to teachers' motivation and performance have been an important area of concern for preservice teacher education. This study used a mixed-methods approach to investigate the changes in preservice elementary teachers' science self-efficacy beliefs and the factors associated in a specialized elementary physics content course. In addition, the study is one of few to investigate the relationship between the changes in science self-efficacy beliefs and changes in physical science conceptual understanding. Participants included fifty-one preservice elementary teachers enrolled in two term of the physical science content course. Data collection and analysis procedures included both qualitative and quantitative measures. Data collection included implementation of Science Teaching Efficacy Belief Instrument-B (STEBI-B) (Bleicher, 2004) and Physical Science Concept Test as pre- and post-test, two semi-structured interviews with 18 participants (nine each semester), classroom observations and artifacts. A pre-post, repeated measures multivariate analysis of variance (MANOVA) design was used to test the significance of differences between the pre- and post-surveys across time. Results indicated statistically significant gains in participants' science self-efficacy beliefs on both scales of STEBI-B - personal science teaching beliefs and outcome expectancy beliefs. Additionally, a positive moderate relationship between science conceptual understandings and personal science teaching efficacy beliefs was found. Post-hoc analysis of the STEBI-B data was used to select 18 participants for interviews. The participants belonged to each group representing the low, medium and high initial levels of self-efficacy beliefs. Participants' responses indicated positive shifts in their science teacher self-image and confidence to teach science in future. Four categories that represented the course-related factors contributing towards science self

  3. An investigation of elementary preservice teachers’ self-efficacy for teaching mathematics

    Rebecca McMahon Giles


    Full Text Available Research has consistently shown that teacher efficacy is related to a variety of desirable student outcomes, thus, making teacher efficacy an important factor in high quality mathematics instruction. The purpose of this study was to determine elementary preservice teachers’ self-efficacy beliefs related to teaching mathematics. Forty-one participants from a single university responded to the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI after completing a constructivist-based elementary mathematics methods course prior to student teaching. The MTEBI is 21-item survey using a 5-point, forced choice Likert-like scale to provide an individual's perceptions of mathematics teaching efficacy beliefs on two subscales—Personal Mathematics Teaching Efficacy Belief (PMTE and Mathematics Teaching Outcome Expectancy (MTOE. Responses on the PMTE subscale (Mean = 51.08, SD=5.171 indicate that the respondents’ personal mathematics teach efficacy is positive. Participants’ responses (Mean = 29.32, SD = 3.29 on the MTOE subscale indicate positive expectations of students' mathematics learning. Attending to preservice teacher efficacy is worthy of examination. Teacher preparation programs must identify opportunities to positively impact mathematics teaching efficacy of preservice teachers.

  4. Do Inquiring Minds Have Positive Attitudes? The Science Education of Preservice Elementary Teachers

    Riegle-Crumb, Catherine; Morton, Karisma; Moore, Chelsea; Chimonidou, Antonia; Labrake, Cynthia; Kopp, Sacha


    Due to their potential impact on students' cognitive and non-cognitive outcomes, the negative attitudes towards science held by many elementary teachers are a critical issue that needs to be addressed. This study focuses on the science education of pre-service elementary teachers with the goal of improving their attitudes before they begin their professional lives as classroom teachers. Specifically, this study builds on a small body of research to examine whether exposure to inquiry-based science content courses that actively involve students in the collaborative process of learning and discovery can promote a positive change in attitudes towards science across several different dimensions. To examine this issue, surveys and administrative data were collected from over 200 students enrolled in the Hands on Science (HoS) program for pre-service teachers at the University of Texas at Austin, as well as more than 200 students in a comparison group enrolled in traditional lecture-style classes. Quantitative analyses reveal that after participating in HoS courses, pre-service teachers significantly increased their scores on scales measuring confidence, enjoyment, anxiety, and perceptions of relevance, while those in the comparison group experienced a decline in favorable attitudes to science. These patterns offer empirical support for the attitudinal benefits of inquiry-based instruction and have implications for the future learning opportunities available to students at all education levels. PMID:27667862

  5. A Pre-Service Teacher Training Model with Instructional Technology Graduate Students as Peer Coaches to Elementary Pre-Service Teachers

    Slagter van Tryon, Patricia J.; Schwartz, Catherine Stein


    This paper describes a peer coaching collaboration between graduate students in a Master's program in Instructional Technology and undergraduate pre-service teachers enrolled in an elementary mathematics methods course. Integrated as a major project in a graduate level K-12 technology integration course, the Instructional Technology students…

  6. Strategies for Astronomers in the Preparation of Pre-Service Elementary and Secondary Teachers

    Schultz, G. R.


    Making an impact on pre-service teacher preparation is challenging and requires a multi-faceted approach. To begin with, it's advisable to be informed by the education research and consensus policy statements published by the teacher education community, and to make meaningful connections with educators in this field. Two significant books to consult in this area come from the National Academy Press: "How People Learn: Brain, Mind, Experience, and School" (NRC, 2000; see in particular chapter 8 on 'Teacher Learning') and "Educating Teachers of Science, Mathematics, and Technology: New Practices for the New Millennium" (NRC, 2001). Much can also be learned from joining the Association for the Education Teachers of Science (AETS; and/or attending its annual conferences, which attract various science teacher educators. It goes without saying that most teachers tend to teach science the way they learned it themselves, at least as a "default" pedagogical approach. Thus, initiatives in pre-service teacher preparation should include efforts to involve constructivist, inquiry-based teaching and learning in the undergraduate science lecture and laboratory courses that future teachers are enrolling in. Another important area in teacher education is the "science methods" course that a pre-service teacher enrolls in, through a college or school of education. Science methods courses are usually offered in both elementary and secondary education, and the approaches in each are of course different. Pre-service teachers in methods courses are often most concerned with classroom management strategies, and there is usually not much time in these courses for guidance on astronomy-specific (or any discipline-specific) curriculum and instruction. But experiences with short "interventions" in both elementary and secondary science methods courses have demonstrated that talking about and working hands-on with a well-designed space science curriculum resource (e.g. "The

  7. Teaching Science for Social Justice: An Examination of Elementary Preservice Teachers' Beliefs

    Eslinger, James C.

    This qualitative study examines the beliefs and belief changes of eleven elementary preservice teachers about teaching science for social justice. Using constructivist grounded theory, it forwards a new theory of belief change about teaching science for social justice. The theory posits that three teaching and learning conditions may facilitate belief change: preservice teachers need to recognize (1) the relationship between science and society; (2) the relationship between individuals and society; and (3) the importance of taking action on socioscientific issues. This research responds to calls by critical scholars of teacher education who contend that beliefs in relation to equity, diversity, and multiculturalism need to be explored. They have found that many preservice teachers hold beliefs that are antithetical to social justice tenets. Since beliefs are generally considered to be precursors to actions, identifying and promoting change in beliefs are important to teaching science for social justice. Such a move may lead to the advancement of curricular and pedagogical efforts to promote the academic participation and success in elementary science of Aboriginal and racialized minority students. The study was undertaken in a year-long science methods course taught by the researcher. It was centered on the preservice teachers -- their beliefs, their belief changes, and the course pedagogies that they identified as crucial to their changes. However, the course was based on the researcher-instructor's review of the scholarly literature on science education, teacher education, and social justice. It utilized a critical -- cultural theoretical framework, and was aligned to the three dimensions of critical nature of science, critical knowledge and pedagogy, and sociopolitical action. Findings indicate that, at the beginning of the year, preservice teachers held two types of beliefs (liberal and critical) and, by the end of the course, they experienced three kinds of

  8. Rethinking Difficulties of Teaching Inquiry-Based Practical Work: Stories from elementary pre-service teachers

    Kim, Mijung; Tan, Aik-Ling


    To alleviate teachers' reluctance toward practical work, there has been much discussion on teachers' pedagogical content knowledge, teaching materials, and failsafe strategies for practical work. Despite these efforts, practical work is still regarded as a challenging task for many elementary science teachers. To understand the complexity of teachers' conflicts in practical work, this study examines teachers' ideas about teaching and learning that influence teachers' decision-making and action on teaching practical work. More important than knowing technical-rational aspects of practical work is to understand the internal contradictions that teachers have to resolve within themselves regarding their capabilities and beliefs about science teaching and practical work. Using stories and experiences of 38 third-year university students in a science method course in Korea, we seek to understand the conflicts and negotiations that they experience as they make decisions regarding practical work throughout their course. Reflective writings and group discussions on their lived experiences and concerns were used to probe participants' ideas on teaching using practical work. From written and verbal data, themes were saturated in terms of the aspects which could (dis)encourage their practice. Results suggest that there are multifactorial challenges in pre-service teachers' understandings and concerns in practical work. Besides time, materials, and curriculum, pedagogical assumptions and values also compositely challenge the minds of teachers. As the pre-service elementary teachers negotiated within themselves the importance of science in classroom and social levels, the question is raised about their identities as pre-service elementary teachers to appreciate the balance between science teaching and practical work.

  9. Five male preservice elementary teachers: Their understandings, beliefs and practice regarding science teaching

    Hoover, Barbara Grambo

    Many factors influence teacher choices concerning the frequency, instructional methods, and content of science teaching. Although the role of gender in science learning has been studied extensively, the gender of elementary teachers as it intersects their teaching of science has not been investigated. In this ethnographic study, I focused on five male preservice elementary teachers as they experienced their student teaching internship, aiming to understand their underlying beliefs about science and science teaching and how those beliefs influenced their practice. In an attempt to illuminate the complex interplay of personality, experience, interests, and gender in the professional lives of these men, this study emphasized the importance of context in the formation and expression of their science beliefs and pedagogy. For this reason, I collected data from a number of sources. From September, 2001 to May, 2002, I observed my participants in their science methods courses and on multiple occasions as they taught science in elementary classrooms in a suburban school district. I reviewed journal entries required for the science methods class and examined documents such as handouts, readings and teacher guides from their elementary teaching experience. I conducted semi-structured and informal interviews. I analyzed data from these sources using grounded theory methodology. Although these five men had many similarities, they differed in their love of science, their exposure to science, their avocational interests, and their views of science pedagogy. This study, however, revealed a unifying theme: each participant had his own set of personal and academic resources that he carried into the classroom and used to construct a distinctive science learning environment. Some of these resources intersect with gender. For example, several men had science-related avocational interests. There was a common emphasis on creating a relaxed, enjoyable, hands-on teaching environment as

  10. Impact of STS Issue Oriented Instruction on Pre-Service Elementary Teachers' Views and Perceptions of Science, Technology, and Society

    Amirshokoohi, Aidin


    The purpose of the study was to investigate the impact of Science, Technology, Society (STS) issue oriented science methods course on pre-service teachers' views and perceptions toward STS issues and instruction as well as their levels of environmental literacy. The STS issue oriented curriculum was designed to help pre-service teachers improve…

  11. Characteristics of Atheist Pre-Service Elementary Teachers

    Derek Anderson


    Full Text Available The purpose of this study was to investigate the beliefs and self-identities of 15 nonreligious pre-service elementary teachers (PSTs, as well as the role their lack of faith plays in their teaching. Semi-structured interviews and participant self-analyses served as data sources, which were used to categorize the PSTs into Silver’s (2013 typology of nonbelief. Notably different from the distribution of Silver’s national sample of nonbelievers, the nonreligious PSTs were much less engaged in their nonbelief and were more willing to comply with religious activities. The nonreligious PSTs were drawn to teaching due to their love of learning, and they intend to promote critical thinking and tolerance in their classrooms; however, 13 (87% wof the PSTs expressed concern about the negative impact their lack of religion might have on their careers and intend to keep their lack of belief private.

  12. Two Teacher Educators’ Approaches to Developing Preservice Elementary Teachers’ Mathematics Assessment Literacy: Intentions, Outcomes, and New Learning

    Ji-Eun Lee


    approaches to developing preservice elementary teachers’ mathematics assessment literacy. We explored the similarities and differences in preservice teachers’ conceptions of good assessment practices and their critique of assessment items. We found that we, as course instructors, had different assumptions pertaining to the role of preservice teachers in the development of assessment and offered different assessment-related course activities. Despite these differences, there were more similarities than differences between the two groups of the preservice teachers with regard to their overall perceptions about good assessment practices and their critique of assessment items. However, we also observed differences in the criteria they used in critiquing assessment items. Discussions and implications are presented in accordance with these findings as a means to improve our own teaching and student learning.

  13. The Effect of Instructional Strategies on Math Anxiety and Achievement: A Mixed Methods Study of Preservice Elementary Teachers

    Lorenzen, Janelle K.


    This study addressed how different instructional strategies affected preservice elementary teachers' levels of math anxiety and their achievement in a math content course while considering descriptions of their experiences in the course in relation to their math anxiety and achievement. The instructional strategies used were traditional teaching…

  14. Changes in Preservice Elementary Teachers' Personal Science Teaching Efficacy and Science Teaching Outcome Expectancies: The Influence of Context

    Hechter, Richard P.


    This study investigated contextual changes in perceptions of science teaching self-efficacy through pre-, post- and retrospective administrations of the Science Teaching Expectancy Belief Instrument (STEBI-B) among preservice elementary teachers when exposed to a science teaching methods course. Findings revealed that the number of postsecondary…

  15. A Longitudinal Investigation of the Science Teaching Efficacy Beliefs and Science Experiences of a Cohort of Preservice Elementary Teachers

    Deehan, James; Danaia, Lena; McKinnon, David H.


    This paper assesses the relationship between participation in two tertiary science courses and the science teaching efficacy beliefs (STEBs) of one cohort of preservice elementary teachers over a four-year period. Two Type II case studies were conducted within the courses. Data were collected through 26 administrations of the Science Teaching…

  16. Improving the Science Teaching Self-Efficacy of Preservice Elementary Teachers: A Multiyear Study of A Hybrid Geoscience Course

    Cervato, Cinzia; Kerton, Charles


    We describe the impact of a hybrid Earth and space science course, taught online and complemented by a 2-hour face-to-face lab, on the science teaching self-efficacy of elementary preservice teachers over a 3-year span. Guided by the two overarching objectives of engaging students in the content and increasing their comfort level with teaching…

  17. A Comparison of Experienced and Preservice Elementary School Teachers' Content Knowledge and Pedagogical Content Knowledge about Electric Circuits

    Lin, Jing-Wen


    This study investigated the differences between Taiwanese experienced and preservice elementary school science teachers' content knowledge (CK) about electric circuits and their ability to predict students' preconceptions about electric circuits as an indicator of their pedagogical content knowledge (PCK). An innovative web-based recruitment and…

  18. Preservice Elementary Teachers' Beliefs about Nature of Science and Constructivist Teaching in the Content-Specific Context

    Yoon, Hye-Gyoung; Kim, Byoung Sug


    The purpose of this study was to explore how Korean preservice elementary teachers' beliefs about nature of science (NOS) and their beliefs about constructivist teaching were structured and related and if any relation was prevalent in the content-specific contexts. As the same format, three versions of questionnaires were developed in three…

  19. The Relationship of Mathematics Anxiety and Mathematical Knowledge to the Learning of Mathematical Pedagogy by Preservice Elementary Teachers.

    Battista, Michael T.


    Examined how preservice elementary teachers' (N=38) mathematical knowledge and mathematics anxiety affect their success in a mathematics methods course. Also examined the hypothesis that a mathematics methods course can reduce the mathematics anxiety of these teachers. One finding is that mathematics anxiety does not inhibit their learning of…

  20. A Study of Pre-Service Elementary Teachers' Mathematical Sophistication in a Reform-Oriented Calculus Course

    Ritter, Carrie Lineberry


    Calls for better preparation of STEM teachers have been prominent in educational communities and among the public for the past several years (e.g. American Association of Colleges for Teacher Education, 2007). Some research suggests one way to improve mathematics instruction is to increase elementary pre-service teachers' "mathematical…

  1. The Effects of Instruction with Visual Materials on the Development of Preservice Elementary Teachers' Knowledge and Attitude towards Global Warming

    Bozdogan, Aykut Emre


    This study aimed to identify the erroneous knowledge and misconceptions of preservice elementary teachers about global warming and examine the effects of instruction with visual materials on rectifying these misconceptions and fostering a positive attitude towards the issue of global warming. Having a quasi-experimental design, the study made use…

  2. Improving Pre-Service Elementary Teachers' Education via a Laboratory Course on Air Pollution: One University's Experience

    Mandrikas, Achilleas; Parkosidis, Ioannis; Psomiadis, Ploutarchos; Stoumpa, Artemisia; Chalkidis, Anthimos; Mavrikaki, Evangelia; Skordoulis, Constantine


    This paper describes the structure of the "Air Pollution Course", an environmental science laboratory course developed at the Science Education Laboratory of the Faculty of Primary Education, University of Athens, as well as the findings resulting from its implementation by pre-service elementary teachers. The course proposed in this…

  3. A Project-Based Learning Approach to Teaching Physics for Pre-Service Elementary School Teacher Education Students

    Goldstein, Olzan


    This paper describes the impact of the project-based learning (PBL) approach on learning and teaching physics from the perspective of pre-service elementary school teacher education students and an instructor. This approach promoted meaningful learning (mainly in the scope of projects), higher motivation, and active involvement of students in…

  4. Connecting Mathematics and Literature: An Analysis of Pre-Service Elementary School Teachers' Changing Beliefs and Knowledge

    Wilburne, Jane M.; Napoli, Mary


    The National Council of Teachers of Mathematics calls for students to see relationships and connections with mathematics (2000). This study examined the influences on eight pre-service elementary school teachers' beliefs and knowledge of teaching mathematics through literature. The semester long project involved both the language arts and…

  5. Preservice Teachers Connecting Mathematics and Drumming

    Marshall, Anne Marie


    Increasingly, elementary classroom teachers are being called to teach a myriad of subjects, including visual art, dance, and music. Preservice teachers must be prepared to teach and integrate multiple subjects. To that end, preservice teachers will need experiences in their preparation that help them to see connections across content areas and…

  6. Caring Enough to Teach Science: Helping Pre-Service Teachers View Science Instruction as an Ethical Responsibility

    Grinell, Smith; Rabin, Colette


    The goal of this project was to motivate pre-service elementary teachers to commit to spending significant instructional time on science in their future classrooms despite their self-assessed lack of confidence about teaching science and other impediments (e.g., high-stakes testing practices that value other subjects over science). Pre-service…

  7. Level conceptual change pre-service elementary teachers on electric current conceptions through visual multimedia supported conceptual change

    Hermita, N.; Suhandi, A.; Syaodih, E.; Samsudin, A.; Marhadi, H.; Sapriadil, S.; Zaenudin, Z.; Rochman, C.; Mansur, M.; Wibowo, F. C.


    Now a day, conceptual change is the most valuable issues in the science education perspective, especially in the elementary education. Researchers have already dialed with the aim of the research to increase level conceptual change process on the electric conceptions through Visual Multimedia Supported Conceptual Change Text (VMMSCCText). We have ever utilized research and development method namely 3D-1I stands for Define, Design, Development, and Implementation. The 27 pre-service elementary teachers were involved in the research. The battery function in circuit electric conception is the futuristic concept which should have been learned by the students. Moreover, the data which was collected reports that static about 0%, disorientation about 0%, reconstruction about 55.6%, and construction about 25.9%. It can be concluded that the implementation of VMMSCCText to pre-service elementary teachers are increased to level conceptual change categories.

  8. Fraction Multiplication and Division Word Problems Posed by Different Years of Pre-Service Elementary Mathematics Teachers

    Tuba Aydogdu Iskenderoglu


    Full Text Available It is important for pre-service teachers to know the conceptual difficulties they have experienced regarding the concepts of multiplication and division in fractions and problem posing is a way to learn these conceptual difficulties. Problem posing is a synthetic activity that fundamentally has multiple answers. The purpose of this study is to analyze the multiplication and division of fractions problems posed by pre-service elementary mathematics teachers and to investigate how the problems posed change according to the year of study the pre-service teachers are in. The study employed developmental research methods. A total of 213 pre-service teachers enrolled in different years of the Elementary Mathematics Teaching program at a state university in Turkey took part in the study. The “Problem Posing Test” was used as the data collecting tool. In this test, there are 3 multiplication and 3 division operations. The data were analyzed using qualitative descriptive analysis. The findings suggest that, regardless of the year, pre-service teachers had more conceptual difficulties in problem posing about the division of fractions than in problem posing about the multiplication of fractions.

  9. Using Video Games to Support Pre-Service Elementary Teachers Learning of Basic Physics Principles

    Anderson, Janice; Barnett, Michael


    The purpose of this work is to share our findings in using video gaming technology to facilitate the understanding of basic electromagnetism with pre-service elementary teachers. To this end we explored the impact of using a game called Supercharged! on pre-service teachers' understanding of electromagnetic concepts compared to students who conducted a more traditional inquiry oriented investigation of the same concepts. This study was a part of a larger design experiment examining the pedagogical potential of Supercharged! the control group learned through a series of guided inquiry methods while the experimental group played Supercharged! during the laboratory sections of the science course. There was significant difference F(2,134) = 4.8, p video games can lead to positive learning outcomes, as demonstrated by the increase in test scores from pre- to post-assessment. Additionally, this study also suggests that a complementary approach, in which video games and hands-on activities are integrated, with each activity informing the other, could be a very powerful technique for supporting student scientific understanding. Further, our findings suggest that video game designers should embed meta-cognitive activities such as reflective opportunities into educational video games to provide scaffolds for students and to reinforce that they are engaged in an educational learning experience.

  10. Intersections of life histories and science identities: the stories of three preservice elementary teachers

    Avraamidou, Lucy


    Grounded within Connelly and Clandinin's conceptualization of teachers' professional identity in terms of 'stories to live by' and through a life-history lens, this multiple case study aimed to respond to the following questions: (a) How do three preservice elementary teachers view themselves as future science teachers? (b) How have the participants' life histories shaped their science identity trajectories? In order to characterize the participants' formation of science identities over time, various data regarding their life histories in relation to science were collected: science biographies, self-portraits, interviews, reflective journals, lesson plans, and classroom observations. The analysis of the data illustrated how the three participants' identities have been in formation from the early years of their lives and how various events, experiences, and interactions had shaped their identities through time and across contexts. These findings are discussed alongside implications for theory, specifically, identity and life-history intersections, for teacher preparation, and for research related to explorations of beginning elementary teachers' identity trajectories.

  11. Student involvement in learning: Collaboration in science for PreService elementary teachers

    Roychoudhury, Anita; Roth, Wolff-Michael


    The present study provided insights regarding the interactions that take place in collaborative science laboratory and regarding the outcome of such interactions. Science laboratory experiences structured by teachers have been criticized for allowing very little, if any, meaningful learning. However, this study showed that even structured laboratory experiments can provide insightful experience for students when conducted in a group setting that demanded interactive participation from all its members. The findings of the present study underscored the synergistic and supportive nature of collaborative groups. Here, students patiently repeated explanations to support the meaning construction on the part of their slower peers and elaborated their own understanding in the process; groups negotiated the meaning of observations and the corresponding theoretical explanations; students developed and practiced a range of social skills necessary in today’s workplace; and off-task behavior was thwarted by the group members motivated to work toward understanding rather than simply generating answers for task completion. The current findings suggest an increased use of collaborative learning environments for the teaching of science to elementary education majors. Some teachers have already made use of such settings in their laboratory teaching. However, collaborative learning should not be limited to the laboratory only, but be extended to more traditionally structured classes. The effects of such a switch in activity structures, increased quality of peer interaction, mastery of subject matter content, and decreased anxiety levels could well lead to better attitudes toward science among preservice elementary school teachers and eventually among their own students.

  12. Hands-on science methods class for pre-service elementary teachers

    Manner, B.M. [Univ. of Pittsburgh, PA (United States)


    If elementary teachers are to be comfortable teaching science, they must have positive pre-service experiences. A science methods class that is activity-based and student-centered, rather than lecture-based and teacher-centered, peaks their interest in science and alleviates their fears. Activities conducted by the students illustrate science concepts or integrate science with children`s literature books such as The Grouchy Ladybug. These activities are conducted by each student with the rest of the class and the professor acting as an elementary class. Each activity is then evaluated as to the science concept, what was done well, and how it could be improved. The students also relate how the activity would be integrated with other subjects such as social studies, art, math, and language arts. Student feedback indicates this method is enjoyable, educational, and valuable in preparing them to teach science. The {open_quotes}oohs{close_quotes} and {open_quotes}I didn`t know that!{close_quotes} during activities are positives, but students have also learned some science, lost most of their science anxiety, and will teach science with the confidence and enthusiasm that was lacking at the beginning of the course.

  13. Integrating Service-Learning Pedagogy for Preservice Elementary Teachers' Science Identity Development

    Wilson, Rachel E.; Bradbury, Leslie U.; McGlasson, Martha A.


    The purpose of this article is to explore how preservice elementary teachers (PSETs) interpreted their service-learning experiences within a pre-methods environmentally focused course and how their interpretations shaped their science teaching identities. Along a continuum of service-learning experiences were events that emphasized science learning, that focused on science teaching, and that were transitional, with elements of both science learning and science teaching. These various service-learning experiences were designed to be "boundary experiences" for professional identity development (Geijsel & Meijers in Educational Studies, 3(4), 419-430, 2005), providing opportunities for PSETs to reflect on meanings in cultural contexts and how they are related to their own personal meanings. We analyzed written reflections and end-of-course oral reflection interviews from 42 PSETs on their various service-learning experiences. PSETs discussed themes related to the meanings they made of the service-learning experiences: (a) experiencing science in relation to their lives as humans and future teachers, (b) interacting with elementary students and other PSETs, and (c) making an impact in the physical environment and in the community. The connections that PSETs were making between the discursive spaces (service-learning contexts) and their own meaning-making of these experiences (as connected to their own interests in relation to their future professions and daily lives) shows evidence of the potential that various types of science service-learning experiences have for PSETs in developing inbound science teaching identity trajectories (Wenger in Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press, 1998). The findings of this study point to positive outcomes for PSETs when they participate in structured service-learning experiences along a learning to teaching continuum (246).

  14. How pre-service elementary teachers express emotions about climate change and related disciplinary ideas

    Hufnagel, Elizabeth J.

    As we face the challenges of serious environmental issues, science education has made a commitment to improving environmental literacy, in particular climate literacy (NRC, 2012; 2013). With an increased focus on climate change education in the United States, more research on the teaching and learning of this problem in science classrooms is occurring (e.g. Arslan, Cigdemoglu, & Moseley, 2012; Svihla & Linn, 2012). However, even though people experience a range of emotions about global problems like climate change (Hicks & Holden, 2007; Ojala, 2012; Rickinson, 2001), little attention is given to their emotions about the problem in science classrooms. Because emotions are evaluative (Boler, 1999; Keltner & Gross, 1999), they provided a lens for understanding how students engage personally with climate change. In this study, I drew from sociolinguistics, social psychology, and the sociology of emotions to examine a) the social interactions that allowed for emotional expressions to be constructed and b) the ways in which pre-service elementary teachers constructed emotional expressions about climate change in a science course. Three overall findings emerged: 1) emotions provided a means of understanding how students' conceptualized climate to be relevant to their lives, 2) emotional expressions and the aboutness of these expressions indicated that the students conceptualized climate change as distanced, both temporally and spatially, and 3) although most emotional constructions were distanced, there were multiple instances of emotional expressions in which students took climate change personally. Following a discussion of the findings, implications, limitations, and directions for future research are also described.

  15. A study on pre-service physics teachers' conceptualization on elementary quantum mechanics

    Glauco Cohen Ferreira Pantoja


    Full Text Available In this work, we present the results of a research in which we aimed to evidence obstacles and advances in pre-service teachers’ conceptualization on a subject involving elementary Quantum Mechanics. We based our analysis on the theories due to David Ausubel and Gèrard Vergnaud to study Meaningful Learning patterns, both in predicative and operatory form of knowledge, of six students involved in a didactical intervention composed of six classes, in which we emphasized both similarities and differences between Classical and Quantum Physics. With this intervention, we intended to teach the concepts of Physical System, Dynamical Variables, State of a Physical System and Time Evolution. We guided our data analysis by the methodology of content analysis (Bardin, 2008 and it turned possible to map Meaningful Learning patterns involving the four concepts to which were associated a set of essential features (in the predicative stage and a set of theorems-in-action (in the operatory stage relating the aim-concepts in problem-solving or conceptual mapping.

  16. Fostering nature of science teaching in elementary pre-service teachers through developing reflection on teaching and learning

    Pongsanon, Khemmawadee

    Although teacher educators have successfully helped K-12 teachers' develop adequate views of NOS, their views have not been transferred to their students. It is evident that K-12 students' understanding of NOS still does not align with the recommendation of the reforms document, indicating that holding an adequate view of NOS is insufficient for teaching NOS effectively. Instead, to teach NOS, teachers must develop the knowledge for translating their understanding of NOS into the forms accessible to students. The current study investigated the influence of four contexts of reflective practice on prospective elementary teachers' learning of how and intention to teach NOS. The participants were 18 pre-service teachers enrolled in a science methods course that was tied to a field experience course. To understand the development of the participants' intentions, knowledge of instructional strategies, and knowledge of assessment for teaching NOS, multiple data were collected throughout the science methods course and the field experience. Data sources included different versions of participants' lesson plans, video recordings of their teaching and teaching debriefings, online weekly teaching reflections, final semester reflection and other artifacts from the methods course. Content analysis was conducted with all data. The data revealed that the participants' knowledge of how and intentions to teach NOS were developed throughout the science methods course. Toward the conclusion of the semester, the participants showed intention to include NOS in their science instruction. With regard to strategies, participants planned to apply explicit reflective NOS instruction in the context of inquiry-based activities and stories from children's literature. They also planned to use age-appropriate language to refer to the targeted NOS aspects. In terms of assessment, by the conclusion of the semester the participants tended to use more formal assessment strategies. They reported

  17. Cognitive and attitudinal predictors related to graphing achievement among pre-service elementary teachers

    Szyjka, Sebastian P.

    The purpose of this study was to determine the extent to which six cognitive and attitudinal variables predicted pre-service elementary teachers' performance on line graphing. Predictors included Illinois teacher education basic skills sub-component scores in reading comprehension and mathematics, logical thinking performance scores, as well as measures of attitudes toward science, mathematics and graphing. This study also determined the strength of the relationship between each prospective predictor variable and the line graphing performance variable, as well as the extent to which measures of attitude towards science, mathematics and graphing mediated relationships between scores on mathematics, reading, logical thinking and line graphing. Ninety-four pre-service elementary education teachers enrolled in two different elementary science methods courses during the spring 2009 semester at Southern Illinois University Carbondale participated in this study. Each subject completed five different instruments designed to assess science, mathematics and graphing attitudes as well as logical thinking and graphing ability. Sixty subjects provided copies of primary basic skills score reports that listed subset scores for both reading comprehension and mathematics. The remaining scores were supplied by a faculty member who had access to a database from which the scores were drawn. Seven subjects, whose scores could not be found, were eliminated from final data analysis. Confirmatory factor analysis (CFA) was conducted in order to establish validity and reliability of the Questionnaire of Attitude Toward Line Graphs in Science (QALGS) instrument. CFA tested the statistical hypothesis that the five main factor structures within the Questionnaire of Attitude Toward Statistical Graphs (QASG) would be maintained in the revised QALGS. Stepwise Regression Analysis with backward elimination was conducted in order to generate a parsimonious and precise predictive model. This

  18. Redesigning a University Entrance Interview Protocol: A Case Study with Pre-Service Elementary School Teachers in Korea

    Jinwon Chung


    Full Text Available In Korea, a national university admission is made based on a variety of factors like Grade Point Average(GPA, Statement of Purpose(SOP, Letters of Recommendation, as well as other achievement records and/or descriptions of specific qualifications. In reviewing applications, the admissions committee considers GPA, SOP, recommendation letters and other factors are also taken into consideration in the interview process. An interview test is designed to measure the overall ability of pre-service teachers, particularly focusing on their character and nature. Thus, the purpose of this study is intended to understand the admission processes of a national university in Korea, and to design the interview test questions to choose the ideal pre-service teachers who are to work in the public elementary school after graduation. In order to answer this question, a survey questionnaire was distributed to 478 college students and then results were collected and analysed.

  19. Exploring the development of science self-efficacy in preservice elementary school teachers participating in a science education methods course

    Gunning, Amanda M.

    The demands of society's increasing dependence on science and technology call for our students to have a solid foundation in science education, starting in the earliest grades. However, elementary school teachers often lack the necessary experiences to deliver that education. This qualitative study seeks to explore the development of six preservice elementary teachers in a semester-long science methods course. The course consisted of many components; one in particular was a microteaching experience, which emerged as especially significant. The participants' experiences throughout the semester were studied primarily through the lens of self-efficacy, but were also examined considering learning theories and mental models. It was found that two participants in particular were self-directed learners and were able to construct for themselves a self-selected cognitive apprenticeship. Other findings include the significance of a microteaching experience on development of self-efficacy in science teaching and the role mental models may or may not play in development of self-efficacy in the science methods course. This study has implications both for preservice elementary education in science and in general.

  20. Introducing Engineering Design to a Science Teaching Methods Course through Educational Robotics and Exploring Changes in Views of Preservice Elementary Teachers

    Kaya, Erdogan; Newley, Anna; Deniz, Hasan; Yesilyurt, Ezgi; Newley, Patrick


    Engineering has become an important subject in the Next Generation Science Standards (NGSS), which have raised engineering design to the same level as scientific inquiry when teaching science disciplines at all levels. Therefore, preservice elementary teachers (PSTs) need to know how to integrate the engineering design process (EDP) into their…

  1. Community-Based Service-Learning as a Source of Personal Self-Efficacy: Preparing Preservice Elementary Teachers to Teach Science for Diversity

    Cone, Neporcha


    Bandura (1997) contends that when compared to other sources of efficacy, mastery experiences, when presented appropriately, have the most powerful influence on self-efficacy. The purpose of this study was to investigate the effects of community-based service learning (CBSL) experiences on preservice elementary teachers' personal self-efficacy…

  2. Perceptions of Pre-Service Teachers on Mentor Teachers' Roles in Promoting Inclusive Practicum: Case Studies in U.S. Elementary School Contexts

    Maddamsetti, Jihea


    This case study examines a Chinese and Korean-Chinese pre-service teachers' perceptions of their mentor teachers' role in supporting inclusive practicum experiences in USA elementary school contexts. The findings demonstrate that a mentor teacher's open conversations and willingness to host those students bring positive influence on their learning…

  3. Cognitive dissonance of science and religion in pre-service elementary school teachers

    Malloy, Robert Earl, Sr.

    Throughout history science and religion have been in conflict. Many of the theories of science do not agree with the religious beliefs of pre-service teachers. Those teachers who will be teaching in the science classroom, must be able to present science without prejudice of personal religious beliefs. Are pre-service teachers prepared for science/religion conflicts? How much conflict do pre-service teachers have between science and religion? This study suggests that pre-service teachers may have a high degree of conflict between science and religion, and that they have received no educational experience on how to deal with this conflict. Such conflict poses a potential problem when presenting science in the classroom, in that non-science information may not be separated from the science presented.

  4. Possibilities and Limits of Integrating Science and Diversity Education in Preservice Elementary Teacher Preparation

    Bravo, Marco A.; Mosqueda, Eduardo; Solís, Jorge L.; Stoddart, Trish


    In this paper we present findings from a project that documented the development of preservice teachers' beliefs and practices in delivering science instruction that considers issues of language and culture. Teacher candidates in the intervention group ( n = 65) received a science methods course and teaching practicum experience that provided guidance in teaching science in culturally and linguistically responsive ways. Comparisons between a control group of preservice teachers ( n = 45) and those involved in the intervention yielded stronger beliefs about the efficacy in promoting collaboration in science teaching than the intervention group. Observations of these preservice teachers during their teaching practicum revealed differences in favor of the intervention group in: (a) implementing science instruction that addressed the language and literacy involved in science; (b) using questions that elicited higher order thinking and; (c) providing scaffolds (e.g., purposeful feedback, probing student background knowledge) when confronting abstract scientific concepts. Implications for preservice teacher education are addressed.

  5. Utilizing the NASA Data-enhanced Investigations for Climate Change Education Resource for Elementary Pre-service Teachers in a Technology Integration Education Course.

    Howard, E. M.; Moore, T.; Hale, S. R.; Hayden, L. B.; Johnson, D.


    The preservice teachers enrolled in the EDUC 203 Introduction to Computer Instructional Technology course, primarily for elementary-level had created climate change educational lessons based upon their use of the NASA Data-enhanced Investigations for Climate Change Education (DICCE). NASA climate education datasets and tools were introduced to faculty of Minority Serving Institutions through a grant from the NASA Innovations in Climate Education program. These lessons were developed to study various ocean processes involving phytoplankton's chlorophyll production over time for specific geographic areas using the Giovanni NASA software tool. The pre-service teachers had designed the climate change content that will assist K-4 learners to identify and predict phytoplankton sources attributed to sea surface temperatures, nutrient levels, sunlight, and atmospheric carbon dioxide associated with annual chlorophyll production. From the EDUC 203 course content, the preservice teachers applied the three phases of the technology integration planning (TIP) model in developing their lessons. The Zunal website ( served as a hypermedia tool for online instructional delivery in presenting the climate change content, the NASA climate datasets, and the visualization tools used for the production of elementary learning units. A rubric was developed to assess students' development of their webquests to meet the overall learning objectives and specific climate education objectives. Accompanying each webquest is a rubric with a defined table of criteria, for a teacher to assess students completing each of the required tasks for each lesson. Two primary challenges of technology integration for elementary pre-service teachers were 1) motivating pre-service teachers to be interested in climate education and 2) aligning elementary learning objectives with the Next Generation science standards of climate education that are non-existent in the Common Core State

  6. Making Earth Science Relevant in the K-8 Classroom. The Development of an Instructional Soils Module for Pre-Service Elementary Teachers Using the Next Generation Science Standards

    Baldwin, K. A.; Hauge, R.; Dechaine, J. M.; Varrella, G.; Egger, A. E.


    The development and adoption of the Next Generation Science Standards (NGSS) raises a challenge in teacher preparation: few current teacher preparation programs prepare students to teach science the way it is presented in the NGSS, which emphasize systems thinking, interdisciplinary science, and deep engagement in the scientific process. In addition, the NGSS include more geoscience concepts and methods than previous standards, yet this is a topic area in which most college students are traditionally underprepared. Although nationwide, programmatic reform is needed, there are a few targets where relatively small, course-level changes can have a large effect. One of these targets is the 'science methods' course for pre-service elementary teachers, a requirement in virtually all teacher preparation programs. Since many elementary schools, both locally and across the country, have adopted a kit based science curriculum, examining kits is often a part of a science methods course. Unfortunately, solely relying on a kit based curriculum may leave gaps in science content curriculum as one prepares teachers to meet the NGSS. Moreover, kits developed at the national level often fall short in connecting geoscientific content to the locally relevant societal issues that engage students. This highlights the need to train pre-service elementary teachers to supplement kit curriculum with inquiry based geoscience investigations that consider relevant societal issues, promote systems thinking and incorporate connections between earth, life, and physical systems. We are developing a module that teaches geoscience concepts in the context of locally relevant societal issues while modeling effective pedagogy for pre-service elementary teachers. Specifically, we focus on soils, an interdisciplinary topic relevant to multiple geoscience-related societal grand challenges (e.g., water, food) that is difficult to engage students in. Module development is funded through InTeGrate, NSF

  7. Making the Invisible Visible: Engaging Elementary Preservice Teachers in Science and Literacy Connections

    Gwekwerere, Yovita; Buley, Jan


    Picture books can be used to teach children to infer, hypothesise, question, identify, explain and compare. By making the "invisible visible" preservice teachers in Canada explored ways to enhance the development of critical science and literacy skills through the creation of picture books in collaboration with students in Grades 5 and…

  8. Possibilities and Limits of Integrating Science and Diversity Education in Preservice Elementary Teacher Preparation

    Bravo, Marco A.; Mosqueda, Eduardo; Solís, Jorge L.; Stoddart, Trish


    In this paper we present findings from a project that documented the development of preservice teachers' beliefs and practices in delivering science instruction that considers issues of language and culture. Teacher candidates in the intervention group (n = 65) received a science methods course and teaching practicum experience that provided…

  9. Modeling Augmented Reality Games with Preservice Elementary and Secondary Science Teachers

    Burton, Erin Peters; Frazier, Wendy; Annetta, Leonard; Lamb, Richard; Cheng, Rebecca; Chmiel, Margaret


    Cell phones are ever-present in daily life, yet vastly underused in the formal science classroom. The purpose of this study was to implement a novel learning tool on cell phones, Augmented Reality Games, and determine how the interaction influenced preservice teachers' content knowledge and self-efficacy of cell phone use in schools. Results show…

  10. Preservice Elementary School Teachers' Knowledge of Fractions: A Mirror of Students' Knowledge?

    Van Steenbrugge, H.; Lesage, E.; Valcke, M.; Desoete, A.


    This research analyses preservice teachers' knowledge of fractions. Fractions are notoriously difficult for students to learn and for teachers to teach. Previous studies suggest that student learning of fractions may be limited by teacher understanding of fractions. If so, teacher education has a key role in solving the problem. We first reviewed…

  11. Knowledge and Attitudes towards Biotechnology of Elementary Education Preservice Teachers: The First Spanish Experience

    Casanoves, Marina; González, Ángel; Salvadó, Zoel; Haro, Juan; Novo, Maite


    Due to the important impact that biotechnology has on current Western societies, well-informed critical citizens are needed. People prepared to make conscious decisions about aspects of biotechnology that relate to their own lives. Teachers play a central role in all education systems. Thus, the biotechnological literacy of preservice teachers is…

  12. Enhancing Information Literacy for Preservice Elementary Teachers: A Case Study from the United States

    Ruppel, Margie; Fry, Sara Winstead; Bentahar, Adil


    Through this study, a librarian and faculty team aimed to determine the extent to which a one-credit information literacy course deepened preservice teachers' understanding of information literacy. We employed a treatment and control group design; treatment participants received 15 hours of information literacy instruction while control…

  13. Knowledge and Attitudes Towards Biotechnology of Elementary Education Preservice Teachers: The first Spanish experience

    Casanoves, Marina; González, Ángel; Salvadó, Zoel; Haro, Juan; Novo, Maite


    Due to the important impact that biotechnology has on current Western societies, well-informed critical citizens are needed. People prepared to make conscious decisions about aspects of biotechnology that relate to their own lives. Teachers play a central role in all education systems. Thus, the biotechnological literacy of preservice teachers is an important consideration as they will become an influential collective as future teachers of the next generation of children. The attitudes toward science (and biotechnology) that teachers have affect their behavior and influence the way they implement their daily practice of science teaching in school. This study analyzes the attitudes and knowledge of Spanish preservice teachers toward biotechnology. We designed a new survey instrument that was completed by 407 university students who were taking official degree programs in preschool and primary education. Our results point out that although they are aware of biotechnology applications, topics concerning the structure of DNA, management of genetic information inside the cell, genetically modified organism technology and the use of microorganisms as biotechnological tools were not correctly answered. According to our attitude analysis, Spanish preservice teachers could be defined as opponents of genetically modified product acquisition, supporters of biotechnology for medical purposes and highly interested in increasing their knowledge about biotechnology and other scientific advances. Our results show a positive correlation between better knowledge and more positive attitudes toward biotechnology. A Spanish preservice teacher with positive attitudes toward biotechnology tends to be a student with a strong biology background who scored good marks in our knowledge test.

  14. Pre-service elementary science teaching self-efficacy and teaching practices: A mixed-methods, dual-phase, embedded case study

    Sangueza, Cheryl Ramirez

    This mixed-method, dual-phase, embedded-case study employed the Social Cognitive Theory and the construct of self-efficacy to examine the contributors to science teaching self-efficacy and science teaching practices across different levels of efficacy in six pre-service elementary teachers during their science methods course and student teaching experiences. Data sources included the Science Teaching Efficacy Belief Instrument (STEBI-B) for pre-service teachers, questionnaires, journals, reflections, student teaching lesson observations, and lesson debriefing notes. Results from the STEBI-B show that all participants measured an increase in efficacy throughout the study. The ANOVA analysis of the STEBI-B revealed a statistically significant increase in level of efficacy during methods course, student teaching, and from the beginning of the study to the end. Of interest in this study was the examination of the participants' science teaching practices across different levels of efficacy. Results of this analysis revealed how the pre-service elementary teachers in this study contextualized their experiences in learning to teach science and its influences on their science teaching practices. Key implications involves the value in exploring how pre-service teachers interpret their learning to teach experiences and how their interpretations influence the development of their science teaching practices.

  15. Preservice Elementary Teachers' Science Self-Efficacy Beliefs and Science Content Knowledge

    Menon, Deepika; Sadler, Troy D.


    Self-efficacy beliefs that relate to teachers' motivation and performance have been an important area of concern for preservice teacher education. Research suggests high-quality science coursework has the potential to shape preservice teachers' science self-efficacy beliefs. However, there are few studies examining the relationship between science self-efficacy beliefs and science content knowledge. The purpose of this mixed methods study is to investigate changes in preservice teachers' science self-efficacy beliefs and science content knowledge and the relationship between the two variables as they co-evolve in a specialized science content course. Results from pre- and post-course administrations of the Science Teaching Efficacy Belief Instrument-B (Bleicher, 2004) and a physical science concept test along with semi-structured interviews, classroom observations and artifacts served as data sources for the study. The 18 participants belonged to three groups representing low, medium and high initial levels of self-efficacy beliefs. A repeated measures multivariate analysis of variance design was used to test the significance of differences between the pre- and post-surveys across time. Results indicated statistically significant gains in participants' science self-efficacy beliefs and science conceptual understandings. Additionally, a positive moderate relationship between gains in science conceptual understandings and gains in personal science teaching efficacy beliefs was found. Qualitative analysis of the participants' responses indicated positive shifts in their science teacher self-image and they credited their experiences in the course as sources of new levels of confidence to teach science. The study includes implications for preservice teacher education programs, science teacher education, and research.

  16. Help! They Don't Speak English: Partnering Preservice Teachers with Adult English Language Learners

    Hooks, Laura M.


    It is well documented that parent and family involvement in children's education correlates with success in school. The increasing number of English Language Learners in public schools has created a need for teacher educators to prepare preservice teachers to be able to work with families who have limited English. This study examined the outcomes…

  17. Preservice Teachers and Their Preconceptions of the NGSS Science and Engineering Practice of Developing and Using Models in Elementary Science Education

    Burks, Lizette A.

    The science and engineering practice of developing and using models is a new science practice identified to achieve the vision of three-dimensional teaching and learning and as such should be an important new component of teacher preparation programs (NRC, 2012). Developing and using models is a high-leverage practice in teacher preparation because of the use of discourse in its implementation that is also used in other practices utilized within the NGSS (NGSS Lead States, 2013) science classroom. Additionally, the overlap between the other seven identified NGSS (NGSS Lead States, 2013) practices and the development and use of models along with the use of models represented in two of the overall three dimensions of the new vision for science education (NRC, 2012) contribute to its high leverage nature. The intent of this study was to examine elementary science preservice teachers' understandings and preconceptions about the practice of developing and using models. This study provides important information for teacher preparation to use this high-leverage practice. The study examined preservice teachers' preconceptions about the practice of developing and using models including discourse patterns the preservice teachers identified as being critical to the success of this practice in the classroom. Data were gathered through a written survey in which preservice teachers described their initial understanding about different components of modeling instruction. A video was used to elicit their initial understandings about certain components of modeling instruction. A sample of the preservice teachers were interviewed to elaborate on their responses to the survey. The results of the study indicated that when preservice teachers initially described how this practice might look in the classroom, only two of the six categories described in A Science Framework for K-12 Science Education (NRC, 2012) for this practice were described by most participants. Of those two

  18. The impact of science methods courses on preservice elementary teachers' science teaching self-efficacy beliefs: Case studies from Turkey and the United States

    Bursal, Murat

    Four case studies in two American and two Turkish science methods classrooms were conducted to investigate the changes in preservice elementary teachers' personal science teaching efficacy (PSTE) beliefs during their course periods. The findings indicated that while Turkish preservice elementary teachers (TR sample) started the science methods course semester with higher PSTE than their American peers (US sample), due to a significant increase in the US sample's and an insignificant decline in the TR sample's PSTE scores, both groups completed the science methods course with similar PSTE levels. Consistent with Bandura's social cognitive theory, describing four major sources of self-efficacy, the inclusion of mastery experiences (inquiry activities and elementary school micro-teaching experiences) and vicarious experiences (observation of course instructor and supervisor elementary teacher) into the science methods course, providing positive social persuasion (positive appraisal from the instructor and classmates), and improving physiological states (reduced science anxiety and positive attitudes toward becoming elementary school teachers), were found to contribute to the significant enhancement of the US sample's PSTE beliefs. For the TR sample, although some of the above sources were present, the lack of student teaching experiences and inservice teacher observations, as well as the TR samples' negative attitudes toward becoming elementary school teachers and a lack of positive classroom support were found to make Turkish preservice teachers rely mostly on their mastery in science concepts, and therefore resulted in not benefiting from their science methods course, in terms of enhancing their PSTE beliefs. Calls for reforms in the Turkish education system that will include more mastery experiences in the science methods courses and provide more flexibility for students to choose their high school majors and college programs, and switch between them are made. In

  19. Some Reflections From Pre-Service Elementary Teachers’ Practice Teaching on the Area of Understanding Data in the Math-Teaching Course



    Full Text Available With developing technology statistical information and data sources become a very important issues and from primary school it has become necessary to gain the skills for making interpreting and making sense of data. These skills consist of collecting information, arrangement and analysis of collected data and the interpretation of the results. The duty of guiding students in their process of making statistical information meaningful falls upon teachers. This study, whose aim was to investigate prepared course content for sub-learning area in grade 1-4 math course and obtained experiences by pre-service elementary teachers in the schools they went as a part of teaching practice course, was conducted with nine fourth-year students attending an undergraduate program of elementary teaching in a state university during 2013-2014 academic year. Pre-service teachers were each asked to prepare and conduct a lesson plan suitable for the lesson outcomes and the level of the classes that they were to teach. Their applications were assessed by semi-structured observation form about data teaching developed by the researchers. It was observed that pre-service teachers could not reflect given lesson outcomes on the topic of data to the lessons they prepared to teach during their teaching practice. In the implementations, it was noted that pre-service teachers could not effectively include students in both collecting and arrangement as well as interpretation processes of the information and that they taught in teacher-centered manner although they prepared a correct activity. It was also noted that pre-service teachers could not well enough differentiate category and concept of variable in table and graph activities.

  20. Student Mastery of the Sun-Earth-Moon System in a Flipped Classroom of Pre-service Elementary Education Students

    Larsen, Kristine


    One of the current trends in pedagogy at all levels(K-college) is the so-called ‘flipped classroom’, in which students prepare for a class meeting through self-study of the material. It is based on a rejection of the classic model of the faculty member as the ‘sage on the stage’ instead, responsibility for learning shifts to the individual student. The faculty member takes on the role of learning facilitator or mentor, and focuses the students’ learning by crafting and administering timely formative assessments (in multiple formats and applied multiple times) that aid both students and the faculty member in tracking the students’ mastery of the learning outcomes. In a flipped, freshman-only, section of SCI 111 Elementary Earth-Physical Sciences (a required introductory science course for pre-service elementary school teachers) the students learned through a combination of individual and group hands-on in-class activities, technology (including PowerPoint presentations and short videos viewed prior to attending class), in-class worksheets, and in-class discussions. Students self-differentiated in how they interacted with the available teaching materials, deciding which activities to spend the most time on based on their individual needs (based on an online quiz taken the night before the class period, and their personal self-confidence with the material). Available in-class activities and worksheets were developed by the faculty member based on student scores on the online quiz as well as personal messages submitted through the course management system the night before the class meeting. While this placed a significant burden on the faculty member in terms of course preparation, it allowed for just-in-time teaching to take place. This poster describes the results of student mastery of content centered on the sun-earth-moon system (specifically seasons, moon phases, and eclipses) as compared to traditional classroom sections.

  1. The Self-Efficacy of Preservice Elementary Teachers in Kuwaiti Science Programs

    Ebrahim, Ali H.


    This study examined educational factors that positively influenced the confidence of students training to be elementary science educators (self efficacy). Specifically, it compared the impacts of a science method course and a practicum teaching course on Kuwait University students. Using a pre/post design, The Science Teaching Efficacy Belief…

  2. Improving Learning through Performance Assessment in a Social Studies Methods Course for Preservice Elementary Teachers

    Leaman, Heather; Kistler, Sara Lamb


    This article describes how two instructors used assessment data to improve an undergraduate course, Teaching Social Studies in the Elementary Classroom. This entailed revising the core assignment for the course--the creation of a thematic unit of instruction--and developing a scoring guide to assess teacher candidates' performance. Data collected…

  3. Integration of Technology in Elementary Pre-Service Teacher Education: An Examination of Mathematics Methods Courses

    Mitchell, Rebecca; Laski, Elida


    Instructors (N = 204) of elementary mathematics methods courses completed a survey assessing the extent to which they stay informed about research related to effective uses of educational technology and the kinds and numbers of educational technologies they include in their courses. Findings indicate that, while they view educational technology…

  4. Credibility and persuasion: A sociopsychological approach to changing the attitudes toward energy conservation of preservice elementary school science teachers

    Koballa, Thomas R., Jr.; Shrigley, Robert L.

    Tested was the effect of two persuasive messages presented by a credible communicator on the attitudes toward energy conservation of 180 preservice elementary teachers. The study asked the following questions: (1) Can attitudes toward energy conservation be positively changed with a brief, belief-laden communication? (2) Do positive attitude gains between pre- and post-tests, if any, dissipate within three weeks following the treatment? (3) Do the integrated and the nonintegrated communications affect energy attitudes of three subgroups (abstract, concrete differentiator and concrete thinkers) of the sample differently? The important finding was that both experimental treatments, integrated and nonintegrated, were equally effective and significantly more effective in attitude change than the control. Secondly, the finding that neither experimental treatment dissipated in effect, at least for three weeks, suggests some duration of brief treatment periods. And finally, the attitude changes are as likely to occur when concrete differentiators are presented with a nonintegrated as an integrated treatment, but abstract thinkers exposed to the integrated treatment and concrete thinkers exposed to the nonintegrated treatment sustain a changed attitude to a greater degree than other combinations of treatment and cognitive processing styles.

  5. Exploring impacts of the EED 420 science methods course on pre-service elementary teachers’ views regarding the nature of science

    EunJin Bang


    Full Text Available This study explores the impact of a semester-long science methods course examining pre-service elementary teachers’ views on the nature of science (NOS. Also examined were NOS characteristics that pre-service teachers incorporated into their science lesson plans and peer teachings, during the course. Data used for this study were obtained from 21 pre-service teachers who participated in the pre/post card exchange game, pre/post VNOS interviews, 5E lesson plans, and peer teaching performances. The results of the study showed that some changes were made as a result of EED 420— such as starting to view science as a data-gathering experimental endeavor, rather than just a theorydriven endeavor. None of the groups explicitly designed or taught their lesson’s NOS aspects. The study posits that a mere one semester-long science method’s course is insufficient to adequately improve understanding of the NOS, and to establish a sufficiently robust desire in pre-service teachers for them to implement NOS into their lessons.

  6. Exploring Impacts of the EED 420 Science Methods Course on Pre-service Elementary Teachers’ Views Regarding the Nature of Science

    EunJin BANG


    Full Text Available This study explores the impact of a semester-long science methods course examining pre-service elementary teachers’ views on the nature of science(NOS. Also examined were NOS characteristics that pre-service teachers incorporated into their science lesson plans and peer teachings, during the course. Data used for this study were obtained from 21 pre-service teachers who participated in the pre/post card exchange game, pre/post VNOS interviews, 5E lesson plans, and peer teaching performances. The results of the study showed that some changes were made as a result of EED 420—such as starting to view science as a data-gathering experimental endeavor, rather than just a theory-driven endeavor. None of the groups explicitly designed or taught their lesson’s NOS aspects. Thestudy posits that a mere one semester-long science method’s course is insufficient to adequately improve understanding of the NOS, and to establish a sufficiently robust desire in pre-service teachersfor them to implement NOS into their lessons.

  7. Beliefs and Attitudes about Science and Mathematics in Pre-Service Elementary Teachers, STEM, and Non-STEM Majors in Undergraduate Physics Courses

    Michaluk, Lynnette; Stoiko, Rachel; Stewart, Gay; Stewart, John


    Elementary teachers often hold inaccurate beliefs about the Nature of Science (NoS) and have negative attitudes toward science and mathematics. Using a pre-post design, the current study examined beliefs about the NoS, attitudes toward science and mathematics, and beliefs about the teaching of mathematics and science in a large sample study ( N = 343) of pre-service teachers receiving a curriculum-wide intervention to improve these factors in comparison with Science, Technology, Engineering, and Mathematics (STEM) and non-STEM majors in other physics courses ( N = 6697) who did not receive the intervention, over a 10-year period. Pre-service teachers evidenced initially more negative attitudes about mathematics and science than STEM majors and slightly more positive attitudes than non-STEM majors. Their attitudes toward mathematics and science and beliefs about the NoS were more similar to non-STEM than STEM majors. Pre-service teachers initially evidenced more positive beliefs about the teaching of mathematics and science, and their beliefs even increased slightly over the course of the semester, while these beliefs in other groups remained the same. Beliefs about the NoS and the teaching of mathematics and science were significantly negatively correlated for STEM and non-STEM majors, but were not significantly correlated for pre-service teachers. Beliefs about the NoS and attitudes toward mathematics and science were significantly positively correlated for both pre-service teachers and STEM students pursing the most mathematically demanding STEM majors. Attitudes toward science and mathematics were significantly positively correlated with accurate beliefs about the teaching of mathematics and science for all student groups.

  8. GeoGebra 3D from the perspectives of elementary pre-service mathematics teachers who are familiar with a number of software programs

    Serdal Baltaci


    Full Text Available Each new version of the GeoGebra dynamic mathematics software goes through updates and innovations. One of these innovations is the GeoGebra 5.0 version. This version aims to facilitate 3D instruction by offering opportunities for students to analyze 3D objects. While scanning the previous studies of GeoGebra 3D, it is seen that they mainly focus on the visualization of a problem in daily life and the dimensions of the evaluation of the process of problem solving with various variables. Therefore, this research problem was determined to reveal the opinions of pre-service elementary mathematics teachers who can use multiple software programs very well, about the usability of GeoGebra 3D. Compared to other studies conducted in this field, this study is thought to add a new dimension to the literature on GeoGebra 3D because the participants in the study had received training in using the Derive, Cabri, Cabri 3D, GeoGebra and GeoGebra 3D programs and had developed activities throughout their undergraduate programs and in some cases they were held responsible for those programs in their exams. In this research, we used the method of case study. The participants consisted of five elementary pre-service mathematics teachers who were enrolled in fourth year courses. We employed semi-structured interviews to collect data. It is concluded that pre-service elementary mathematics teachers expressed a great deal of opinions about the positive contribution of the GeoGebra 3D dynamic mathematics software.

  9. Preservice elementary teachers' use of a discursive model of meaning making in the co-construction of science understanding

    Boyer, Elisebeth C.

    This research investigates how three preservice elementary teachers were prepared to teach science using a Discursive Model of Meaning Making. The research is divided into two parts. The first consists of the nature of the participants’ learning experiences in a science methods course within a school-university Professional Development School partnership. This part of the investigation used Constant Comparative Analysis of field notes gathered through participant observation of the methods course. The analysis investigated how the methods instructors employed productive questioning, talk moves, and a coherent research based Teaching Science as Argument Framework. The second part of the study consisted of an investigation into how the participants applied what they experienced during the methods course in their initial science teaching experiences, as well as how the participants made sense of their initial science teaching. Data consisted of teaching videos of the participants during their initial science teaching experiences and self-analysis videos created by the participants. This part of the research used Discourse Analysis of the teaching and self-analysis videos. These inquiries provide insight into what aspects of the methods course were taken up by the participants and how they made sense of their practices. Findings are: 1) Throughout the methods course, instructors modeled how the Teaching Science as Argument Framework can be used to negotiate scientific understanding by employing a Discursive Model of Meaning Making. 2) During lesson plan conferences the Discursive Model was emphasized as participants planned classroom discussion and explored possible student responses enabling them to anticipate how they could attempt to increase student understanding. 3) Participants displayed three distinct patterns of adoption of the Teaching Science as Argument Framework (TSAF), involving different discursive practices. They were, • Detached Discursive Approach

  10. Trickle down Mathematics: Adult Pre-Service Elementary Teachers Gain Confidence in Mathematics--Enough to Pass It Along?

    Ashun, Mary Apea; Reinink, John


    Much research (Ma, 1999; Cohen & Leung, 2004; English, 2003) has been done on mathematics education and pre-service teachers with special emphasis on how the mathematics is taught and the psychology of the pre-service teachers. While there is concern among North American mathematicians that mathematics instruction in K-12 grades needs to be…

  11. Preparing Pre-Service School Librarians for Science-Focused Collaboration with Pre-Service Elementary Teachers: The Design and Impact of a Cross-Class Assignment

    Rawson, Casey H.


    Numerous authors in the library and information science (LIS) field have called for more authentic collaborative experiences for students in school librarian education programs, particularly experiences that partner school library students with pre-service teachers to collaboratively design instruction. The first-iteration, design-based study…

  12. Effects of 3D Printing Project-based Learning on Preservice Elementary Teachers' Science Attitudes, Science Content Knowledge, and Anxiety About Teaching Science

    Novak, Elena; Wisdom, Sonya


    3D printing technology is a powerful educational tool that can promote integrative STEM education by connecting engineering, technology, and applications of science concepts. Yet, research on the integration of 3D printing technology in formal educational contexts is extremely limited. This study engaged preservice elementary teachers (N = 42) in a 3D Printing Science Project that modeled a science experiment in the elementary classroom on why things float or sink using 3D printed boats. The goal was to explore how collaborative 3D printing inquiry-based learning experiences affected preservice teachers' science teaching self-efficacy beliefs, anxiety toward teaching science, interest in science, perceived competence in K-3 technology and engineering science standards, and science content knowledge. The 3D printing project intervention significantly decreased participants' science teaching anxiety and improved their science teaching efficacy, science interest, and perceived competence in K-3 technological and engineering design science standards. Moreover, an analysis of students' project reflections and boat designs provided an insight into their collaborative 3D modeling design experiences. The study makes a contribution to the scarce body of knowledge on how teacher preparation programs can utilize 3D printing technology as a means of preparing prospective teachers to implement the recently adopted engineering and technology standards in K-12 science education.

  13. Elementary Preservice Teachers' Descriptions of Their Use of Social Media

    Eley, Ela Kaye


    The use of social networks and other forms of social media have grown exponentially in America over the span of a few years. Using social media can help to promote communication, collaboration, and creativity--all skills that are highly valued in the 21st Century. Since today's children and teens are already avid users of social media in…

  14. Could Elementary Mathematics Textbooks Help Give Attention to Reasons in the Classroom?

    Newton, Douglas P.; Newton, Lynn D.


    Trainee teachers, new and non-specialist teachers of elementary mathematics have a tendency to avoid thought about reasons in mathematics. Instead, they tend to favour the development of computational skill through the rote application of procedures, routines and algorithms. Could elementary mathematics textbooks serve as models of practice and…

  15. The attitudinal and cognitive effects of interdisciplinary collaboration on elementary pre-service teachers development of biological science related lesson plans

    Mills, Jada Jamerson

    There is a need for STEM (science, technology, engineering, and mathematics) education to be taught effectively in elementary schools. In order to achieve this, teacher preparation programs should graduate confident, content strong teachers to convey knowledge to elementary students. This study used interdisciplinary collaboration between the School of Education and the College of Liberal Arts through a Learning-by-Teaching method (LdL): Lernen durch Lernen in German. Pre-service teacher (PST) achievement levels of understanding science concepts based on pretest and posttest data, quality of lesson plans developed, and enjoyment of the class based on the collaboration with science students. The PSTs enrolled in two treatment sections of EDEL 404: Science in the Elementary Classroom collaborated with science students enrolled in BISC 327: Introductory Neuroscience to enhance their science skills and create case-based lesson plans on neurothology topics: echolocation, electrosensory reception, steroid hormones, and vocal learning. The PSTs enrolled in the single control section of EDEL 404 collaborated with fellow elementary education majors to develop lesson plans also based on the same selected topics. Qualitative interviews of education faculty, science faculty, and PSTs provided depth to the quantitative findings. Upon lesson plan completion, in-service teachers also graded the two best and two worst plans for the treatment and control sections and a science reviewer graded the plans for scientific accuracy. Statistical analyses were conducted for hypotheses, and one significant hypothesis found that PSTs who collaborated with science students had more positive science lesson plan writing attitudes than those who did not. Despite overall insignificant statistical analyses, all PSTs responded as more confident after collaboration. Additionally, interviews provided meaning and understanding to the insignificant statistical results as well as scientific accuracy of

  16. Preservice Teachers' Perceptions about Teaching Mathematics through Music

    An, Song A.; Tillman, Daniel; Shaheen, Andrea; Boren, Rachel


    This study examined preservice teachers' perceptions about teaching elementary level mathematics lessons integrated with music. It also sought to determine how preservice teachers would strategize the integration of music activities when introducing elementary level mathematics lessons. The participants, 53 undergraduate preservice teachers at a…

  17. Examining Preservice Elementary Teachers' Technology Self-Efficacy: Impact of Mobile Technology-Based Physics Curriculum

    Menon, Deepika; Chandrasekhar, Meera; Kosztin, Dorina; Steinhoff, Douglas


    While iPads and other mobile devices are gaining popularity in educational settings, challenges associated with teachers' use of technology continue to hold true. Preparing preservice teachers within teacher preparation programs to gain experience learning and teaching science using mobile technologies is critical for them to develop positive…

  18. Web-Based Instruction on Preservice Teachers' Knowledge of Fraction Operations

    Lin, Cheng-Yao


    This study determines whether web-based instruction (WBI) represents an improved method for helping preservice teachers learn procedural and conceptual knowledge of fractions.. The purpose was to compare the effectiveness of web-based instruction (WBI) with the traditional lecture in mathematics content and methods for the elementary school…

  19. Virtual Mentoring of Preservice Teachers

    Reese, Jill


    The purpose of the study was to describe music teachers' perceptions of the benefits and challenges they experienced as virtual mentors of preservice music teachers. Each mentor was assigned a cohort of preservice teachers who were enrolled in an elementary general music methods course. Cohorts observed their mentor's teaching via Skype. Mentors…

  20. Science teacher development and the lens of social media: An investigation into the identity and influences upon the development of elementary pre-service science teachers

    Wall, Steven D.

    Pre-service teacher education is committed to the cultivation of different forms of competency that include, but are not limited to, content knowledge and pedagogical skill (Levin, Hammer, & Coffey, 2009; Yerrick, 2005). While advances in practice have been made, pre-service elementary teachers (PS-ESTs) continue to exhibit anxiety and doubt about self-efficacy in science teaching. Teacher education is designed to encourage PS-ESTs to formulate useful practices, but PS-ESTs must first overcome limitations and anxiety generated by past, personal experiences and an acknowledged discomfort with science. While this goal is accomplished through contexts designed with that intent (e.g. methods courses, field experiences), challenges remain. Twenty-first century elementary teacher education research needs to examine influences associated with individual identities within specific roles (Gee, 2000), teaching and learning contexts and their inherent influences, and interactions that are enhanced by the increasing presence and influence of social networks. To examine and better understand identity, contexts, and interactional influences, blogs from two cohorts of PS-ESTs were examined to better understand how teacher education practices influenced PS-ESTs and to determine PS-ESTs beliefs about the teacher's role. The study was designed to answer the following research questions: "What is learned about the identity of PS-ESTs authored through social media, what contextual influences are acknowledged by PS-ESTs, and what interactions are occurring and what roles are they playing in the development of PS-ESTs?" This study used grounded theory and perceptual control theory (PCT) to analyze and reduce data to make assertions about PS-ESTs' development as teachers and influences upon their practices. Findings illuminated components of PS-EST teaching identities and suggested multiple implications within different domains, including the role of PST understandings of science

  1. How One Elementary School Uses Data to Help Raise Students' Reading Achievement

    Mokhtari, Kouider; Thoma, Jennifer; Edwards, Patricia


    In this column, we share the collective reflections of a group of teachers and a school administrator in one Midwestern elementary school, which highlight the value of using data collaboratively to bring about instructional change and to improve student reading achievement.

  2. Using a Conceptual-Change Approach to Help Preservice Science Teachers Reorganize Their Knowledge Structures for Constructivist Teaching

    Dhindsa, H. S.; Anderson, O. R.


    This study, based on constructivist learning theory, examined how effectively preservice chemistry teachers (N = 43) can be educated to think flexibly and to reorganize their thinking in a way that may complement diverse ways students approach the subject domain. The teacher's cognitive structure was assessed prior to and after a conceptual change intervention using flow-map narrative analyses. There was a significant change in the organization of the preservice teacher's narrative after the conceptual change intervention, including greater networking of ideas and more thematic development of the content. Hence, a conceptual change approach may be a useful way to educate teachers to be more responsive to student individual differences when planning and delivering science lessons.

  3. Taking risks with a growth mindset: long-term influence of an elementary pre-service after school science practicum

    Cartwright, T. J.; Hallar, B.


    In this study, we present the long-term influence of an after school science practicum associated with an elementary science methods course. The practicum or field experience could be considered a community-based service learning programme as it is situated both within and for the community. Study participants included eight third- and fifth-grade teachers who had participated in elementary science methods courses; four of these teachers participated in the after school teaching practicum while four participants experienced a more traditional observation-based elementary science practicum. All of these teachers were in their second or third year teaching which was 3-4 years after taking the methods course. Investigation methods included questionnaires, field observations and semi-structured, individual interviews. Teachers more regularly utilised reform-based teaching strategies and cited the after school teaching practicum as preparing them to use these strategies in their own classrooms. All teachers exhibited a growth mindset to some degree, but the after school practicum participants did demonstrate a wider use of reformed-based teaching strategies and a higher growth mindset. Elementary teachers perceive risk associated with these key aspects of instruction: (1) managing instruction and classroom management, (2) teaching science through guided inquiry, and (3) overcoming adoptions in other 'mandated' curriculum like math and reading.

  4. Effects of a Science Content Course on Elementary Preservice Teachers' Self-Efficacy of Teaching Science

    Bergman, Daniel J.; Morphew, Jason


    The preparation of elementary teachers to successfully teach science in their classrooms is a central issue in science education. The teacher preparation program at a large Midwestern university was modified to include a new science content course aimed at this need. A pre-/postassessment research model involved participants (N = 154) completing a…

  5. 'That's What Scientists Have To Do': Preservice Elementary Teachers' Conceptions of the Nature of Science during a Moon Investigation.

    Abell, Sandra; Martini, Mariana; George, Melissa


    Describes a science methods course for elementary education majors in which students investigated the phases of the moon. Concludes that students did not make direct connections between their science learning activities and the nature of science. Provides a set of recommendations related to the nature of science and moon study. (Contains 27…

  6. Inquiry Science Learning and Teaching: a Comparison Between the Conceptions and Attitudes of Pre-service Elementary Teachers in Hong Kong and the United States

    Lee, Yeung Chung; Lee, Carole Kwan-Ping; Lam, Irene Chung-Man; Kwok, Ping Wai; So, Winnie Wing-Mui


    International studies of science education, such as the Trends in Mathematics and Science Study (TIMSS), have revealed considerable national disparities in students' achievements in science education. The results have prompted many nations to compare their science education systems and practices to those of others, to gain insights for improvement. Teacher training and professional development are key educational components that have not attracted as much attention as they deserve in international comparative studies. This study compares the conceptions and attitudes of pre-service elementary teachers (PSETs) in Hong Kong and the United States with respect to inquiry science learning and teaching at the beginning of the semester before the start of the science methods course. PSETs' conceptions and attitudes in the two countries were compared by means of a questionnaire with both Likert-type and open-ended questions. Quantitative data were analyzed using exploratory factor analysis and inferential statistics, while qualitative data were analyzed through the systematic categorization of PSETs' responses into broad themes and subthemes to reflect patterns in their conceptions of and attitudes toward inquiry science learning and teaching. The results revealed a complex interplay between PSETs' conceptions of and attitudes toward inquiry science learning and teaching. The results shed light on the effects of sociocultural contexts and have important implications for the design of science methods courses.

  7. The Perceptions of Elementary School Teachers Regarding Their Efforts to Help Students Utilize Student-to-Student Discourse in Science

    Craddock, Jennifer Lovejoy

    The purpose of this phenomenological study was to examine the perceptions of elementary teachers who teach science as opposed to science teacher specialists regarding their efforts to help students use student-to-student discourse for improving science learning. A growing body of research confirms the importance of a) student-to-student discourse for making meaning of science ideas and b) moving students' conceptual development towards a more scientific understanding of the natural world. Based on those foundations, the three research questions that guided this study examined the value elementary teachers place on student-to-student discourse, the various approaches teachers employ to promote the use of student-to-student discourse for learning science, and the factors and conditions that promote and inhibit the use of student-to-student discourse as an effective pedagogical strategy in elementary science. Data were gathered from 23 elementary teachers in a single district using an on-line survey and follow-up interviews with 8 teachers. All data were analyzed and evolving themes led to the following findings: (1) elementary teachers value student-to-student discourse in science, (2) teachers desire to increase time using student-to-student discourse, (3) teachers use a limited number of student-to-student discourse strategies to increase student learning in science, (4) teachers use student-to-student discourse as formative assessment to determine student learning in science, (5) professional development focusing on approaches to student-to-student discourse develops teachers' capacity for effective implementation, (6) teachers perceive school administrators' knowledge of and support for student-to-student discourse as beneficial, (7) time and scheduling constraints limit the use of student-to-student discourse in science. Implications of this study included the necessity of school districts to focus on student-to-student discourse in science, provide teacher and

  8. 教學原理教科書共通內容之研究:國小職前教師專業標準觀點The Study of Common Content on Principles of Teaching Textbooks: Perspective of Professional Standards for Preservice Elementary School Teachers

    劉唯玉Wei-Yu Liu


    Full Text Available 教育學程之課程長久以來有教育專業科目間聯繫不足,形成各科孤立學習的情況;以及教師教學專業自主,同樣的學科在不同教師的教導下,教學內容可能大不相同,因此無法預知學生在選擇各教育專業課程學習後,其教育專業能力能否達到職前教師專業標準。上述現象皆不利於保持或提升職前師資培育之品質。本研究比較中華民國師範教育學會所發展之「國民小學教師專業標準」及東華大學花師教育學院所發展之「國民小學職前教師專業準則」,得知國民小學職前師資教師專業標準之內涵。其次,分析中英文教學原理相關書籍,找出教學原理之九大共通主題內容,以及其應達到之職前教師專業標準。本研究結果將有助於國小師資培育學程「教學原理」共通內容之規劃與實施,提升師資培育課程之品質。 Education Program courses have long been complained for lack of relationship and isolated branches of learning; and for the reason of teachers’ professional autonomy, different teachers teach the same subject may have different content. It is hard to predict whether the educational expertise can achieve pre-service teacher’s professional standards or not. The above phenomenon is unfavorable to maintain or improve the quality of pre-service teacher education. This study finds the “Professional Standards for Preservice Elementary Teachers” by analyzing the differences between “Professional Standards for Elementary Teachers” and the “Professional Principles for Preservice Elementary Teachers”. By comparing the common subjects among books of Chinese and English versions on Principles of Teaching and its relationship to the Professional Standards for Preservice Elementary Teachers, the researchers suggest a common teaching goal and the course content for Principles of Teaching, which would be helpful in

  9. The Importance of Multiple Representations of Mathematical Problems: Evidence from Chinese Preservice Elementary Teachers' Analysis of a Learning Goal

    Kang, Rui; Liu, Di


    This article describes a study of how Chinese preservice teachers unpacked a learning goal pertaining to adding fractions and understanding the concepts underlying the operation. Based on work in the USA by Morris, Hiebert, and Spizter ("Journal for Research in Mathematics Education," 40(5), 491-529, 2009), 50 Chinese preservice teachers…

  10. Slovenian Pre-Service Teachers' Prototype Biography

    Lipovec, Alenka; Antolin, Darja


    In this article we apply narrative methodology to the study of pre-service elementary teachers' school-time memories connected to mathematics education. In the first phase of our empirical study we asked 214 Slovenian pre-service teachers to write their mathematical autobiographies. On the basis of the mathematical autobiographies we constructed a…

  11. Exploring Pre-Service EFL Teachers’ Beliefs About Their Roles in an Elementary School Classroom in Regard to Pedagogical and Emotional Aspects of Students

    Iván Aguirre Sánchez


    Full Text Available This article aims at exploring the beliefs of a group of pre-service teachers from a B.Ed. program in Bilingual Education in Bogotá (Colombia, regarding their role as teachers in some general pedagogical and emotional aspects of their primary school students inside the classroom. They were observed over 16 weeks during their pre-service practice and were asked to submit weekly log entries with pedagogical reflections on their performance. Results show that these pre-service teachers believe motivation and identification of their students’ academic needs to be their main role inside the classroom.

  12. The Emphasis of Inquiry Instructional Strategies: Impact on Preservice Teachers' Mathematics Efficacy

    Althauser, Krista L.


    Using a Mixed Methods approach, this study investigated changes in levels of self-efficacy among elementary preservice teachers following a semester course on teaching elementary students' mathematics. Participants in this study included 347 preservice elementary teachers at a mid-size regional university who had just completed an elementary…

  13. The development and validation of a three-tier diagnostic test measuring pre-service elementary education and secondary science teachers' understanding of the water cycle

    Schaffer, Dannah Lynn

    The main goal of this research study was to develop and validate a three-tier diagnostic test to determine pre-service teachers' (PSTs) conceptual knowledge of the water cycle. For a three-tier diagnostic test, the first tier assesses content knowledge; in the second tier, a reason is selected for the content answer; and the third tier allows test-takers to select how confident they are in their answers for the first two tiers. The second goal of this study was to diagnose any alternative conceptions PSTs might have about the water cycle. The Water Cycle Diagnostic Test (WCDT) was developed using the theoretical framework by Treagust (1986, 1988, and 1995), and in similar studies that developed diagnostic tests (e.g., Calean & Subramaniam, 2010a; Odom & Barrow, 2007; Pesman & Eryilmaz, 2010). The final instrument consisted of 15 items along with a demographic survey that examined PSTs' weather-related experiences that may or may not have affected the PSTs' understanding of the water cycle. The WCDT was administered to 77 PSTs enrolled in science methods courses during the fall of 2012. Among the 77 participants, 37 of the PSTs were enrolled in elementary education (EPST) and 40 in secondary science (SPST). Using exploratory factor analysis, five categories were factored out for the WCDT: Phase Change of Water; Condensation and Storage; Clouds; Global Climate Change; and Movement through the Water Cycle. Analysis of the PSTs' responses demonstrated acceptable reliability (alpha = 0.62) for the instrument, and acceptable difficulty indices and discrimination indices for 12 of the items. Analysis indicated that the majority of the PSTs had a limited understanding of the water cycle. Of the PSTs sampled, SPSTs were significantly more confident in their answers' on the WCDT than the EPSTs. Completion of an undergraduate atmospheric science and/or meteorology course, as well as a higher interest in listening and/or viewing weather-related programs, resulted in PSTs

  14. Preservice Teachers' Understanding of Variable

    Brown, Sue; Bergman, Judy


    This study examines the research on middle school students' understanding of variables and explores preservice elementary and middle school teachers' knowledge of variables. According to research studies, middle school students have limited understanding of variables. Many studies have examined the performance of middle school students and offered…

  15. Epistemological Predictors of "Self Efficacy on Learning Biology" and "Test Anxiety Related to Evaluation of Learning on Biology" for Pre-Service Elementary Teachers

    Koksal, Mustafa Serdar


    The degree to which pre-service teachers learn biology is related to both motivational factors of self-regulation and factors regarding epistemological beliefs. At the same time, self-regulation and epistemological beliefs are also associated with one another. Based on this relationship, the purpose of this study was to investigate the…

  16. The Development and Validation of a Three-Tier Diagnostic Test Measuring Pre-Service Elementary Education and Secondary Science Teachers' Understanding of the Water Cycle

    Schaffer, Dannah Lynn


    The main goal of this research study was to develop and validate a three-tier diagnostic test to determine pre-service teachers' (PSTs) conceptual knowledge of the water cycle. For a three-tier diagnostic test, the first tier assesses content knowledge; in the second tier, a reason is selected for the content answer; and the third tier allows…

  17. Peer Assessment of Elementary Science Teaching Skills

    Kilic, Gulsen Bagci; Cakan, Mehtap


    In this study, peer assessment was applied in assessing elementary science teaching skills. Preservice teachers taught a science topic as a team to their peers in an elementary science methods course. The peers participating in the science lesson assessed teacher-groups' elementary science teaching skills on an assessment form provided by the…

  18. Elementary Teachers' Selection and Use of Visual Models

    Lee, Tammy D.; Gail Jones, M.


    As science grows in complexity, science teachers face an increasing challenge of helping students interpret models that represent complex science systems. Little is known about how teachers select and use models when planning lessons. This mixed methods study investigated the pedagogical approaches and visual models used by elementary in-service and preservice teachers in the development of a science lesson about a complex system (e.g., water cycle). Sixty-seven elementary in-service and 69 elementary preservice teachers completed a card sort task designed to document the types of visual models (e.g., images) that teachers choose when planning science instruction. Quantitative and qualitative analyses were conducted to analyze the card sort task. Semistructured interviews were conducted with a subsample of teachers to elicit the rationale for image selection. Results from this study showed that both experienced in-service teachers and novice preservice teachers tended to select similar models and use similar rationales for images to be used in lessons. Teachers tended to select models that were aesthetically pleasing and simple in design and illustrated specific elements of the water cycle. The results also showed that teachers were not likely to select images that represented the less obvious dimensions of the water cycle. Furthermore, teachers selected visual models more as a pedagogical tool to illustrate specific elements of the water cycle and less often as a tool to promote student learning related to complex systems.

  19. Self-Advocacy: The Importance of Building Interpersonal-Communication and Help-Seeking Skills in Elementary School Children

    Gasparini, Daniel


    Now, more so than in the past, children have been deprived of the opportunity to learn and exercise effective interpersonal communication skills. Interpersonal communication skills, for elementary students, are important in the development of a student's ability to self-advocate. The purpose of this study is to identify techniques in which…

  20. Using Research-Based Video-Cases to Help Pre-Service Primary Teachers Conceptualize a Contemporary View of Mathematics Teaching

    Lin, Pi-Jen


    The study inquired into the effect of research-based video-cases on pre-service teachers conceptualizing their understanding of contemporary mathematics teaching. The 43 participants enrolled in a Mathematics Method Course viewed and discussed 5 video-cases of primary teachers teaching. Journal entries, lesson plans, and microteaching observations…

  1. Reading "Daddy's Roommate": Preservice Teachers Respond to a Controversial Text.

    Williams, Shawyn


    Explores the responses of the author's 31 pre-service teachers to a controversial picture book. Begins by searching for a short text geared to elementary age children and suited for read-alouds. Notes that she believes that the majority of pre-service teachers at this stage in the program are still very impressionable and must be given multiple…

  2. Algebraic Generalization Strategies Used by Kuwaiti Pre-Service Teachers

    Alajmi, Amal Hussain


    This study reports on the algebraic generalization strategies used by elementary and middle/high school pre-service mathematics teachers in Kuwait. They were presented with 9 tasks that involved linear, exponential, and quadratic situations. The results showed that these pre-service teachers had difficulty in generalizing algebraic rules in all 3…

  3. Preservice Teachers' Conceptions about Animals and Particularly about Spiders

    Jambrina, Carmen Urones; Vacas, Jose Manuel; Sanchez-Barbudo, Miguel


    Introduction: This article explores the scientific ideas and alternative conceptions that pre-service teachers have regarding animal classification and spiders in particular. Method: The study involved 40 pre-service teachers of elementary education in Spain and the data was collected by means of questionnaires, descriptions and drawings. The…

  4. Using Science to Promote Preservice Teacher Understanding of Problem Solving in Mathematics

    Tobias, Jennifer M.; Ortiz, Enrique


    Preservice elementary teachers need to be given the experiences of integrating mathematics with other subjects. They need to go into the classroom with the understanding that mathematics is not an isolated topic. This article describes a paper airplane activity that was presented in a class of preservice elementary education teachers to show how…

  5. Promoting Prospective Elementary Teachers' Learning to Use Formative Assessment for Life Science Instruction

    Sabel, Jaime L.; Forbes, Cory T.; Zangori, Laura


    To support elementary students' learning of core, standards-based life science concepts highlighted in the Next Generation Science Standards, prospective elementary teachers should develop an understanding of life science concepts and learn to apply their content knowledge in instructional practice to craft elementary science learning environments grounded in students' thinking. To do so, teachers must learn to use high-leverage instructional practices, such as formative assessment, to engage students in scientific practices and connect instruction to students' ideas. However, teachers may not understand formative assessment or possess sufficient science content knowledge to effectively engage in related instructional practices. To address these needs, we developed and conducted research within an innovative course for preservice elementary teachers built upon two pillars—life science concepts and formative assessment. An embedded mixed methods study was used to evaluate the effect of the intervention on preservice teachers' (n = 49) content knowledge and ability to engage in formative assessment practices for science. Findings showed that increased life content knowledge over the semester helped preservice teachers engage more productively in anticipating and evaluating students' ideas, but not in identifying effective instructional strategies to respond to those ideas.

  6. A case study of the abductive reasoning processes of pre-service elementary education students in a role playing setting concerning a mock senate hearing on global climate change

    Petty, Michael Eugene

    Science education has a rich history of studies into the impact of analogical reasoning upon researcher and student alike. These have focused on how induction and deduction are utilized in determining the appropriateness of the analogy being scrutinized. Research in artificial intelligence has demonstrated that human cognition cannot be modeled with only inductive and deductive forms of logic. Charles S. Peirce proposed abduction as a form of logic central to the process of inquiry and discovery. This involves reasoning from observation to best explanation or hypothesis. Peirce's Theory of Signs provided the theoretical foundation and a model of abduction developed by Shank and Cunningham from Peirce's theory offered the conceptual basis for the study. This study uses discourse analysis to attempt to understand the abductive reasoning processes of two groups of students as they interpret new information concerning the political and scientific perspective of the Greening Earth Society and the Center for Disease Control in an authentic, undergraduate-level classroom setting. The five students were members of a capstone course in science education for pre-service elementary education majors who had an interest in science education. The entire class was comprised of fourteen students partitioned into five groups for the culminating exercise for the course. Analysis was carried out using journal entries, audiotapes of planning sessions, a brief summary of their understanding, and videotapes of the mock Senate hearings. The results demonstrated that different members of the group arrived at their understanding using different pathways suggested by the model. While some proceeded linearly, others skipped some stages and later came back to find supportive evidence to strengthen their beliefs. The model is useful in understanding their abductive processes and may provide insight into how we might consider the process in the design of future curriculum for elementary science

  7. Transforming a Traditional Inquiry-Based Science Unit into a STEM Unit for Elementary Pre-Service Teachers: A View from the Trenches

    Schmidt, Matthew; Fulton, Lori


    The need to prepare students with twenty-first-century skills through STEM-related teaching is strong, especially at the elementary level. However, most teacher education preparation programs do not focus on STEM education. In an attempt to provide an exemplary model of a STEM unit, we used a rapid prototyping approach to transform an…

  8. "Me? Teach Science?" Exploring EC-4 Pre-Service Teachers' Self Efficacy in an Inquiry-Based Constructivist Physics Classroom

    Narayan, Ratna; Lamp, David


    In this qualitative and interpretive study, we investigated factors that influenced elementary preservice teachers' self-efficacy in a constructivist, inquiry-based physics class. Bandura's (1977) theory of social learning was used as a basis to examine preservice teacher's self-efficacy. Participants included 70 female EC-4 preservice teachers…

  9. Pre-Service Teachers' Conceptions of Probability

    Odafe, Victor U.


    Probability knowledge and skills are needed in science and in making daily decisions that are sometimes made under uncertain conditions. Hence, there is the need to ensure that the pre-service teachers of our children are well prepared to teach probability. Pre-service teachers' conceptions of probability are identified, and ways of helping them…

  10. Promoting the Understanding of Photosynthesis among Elementary School Student Teachers through Text Design

    Södervik, Ilona; Mikkilä-Erdmann, Mirjamaija; Vilppu, Henna


    The purpose of this study was to investigate elementary school pre-service teachers' understanding of photosynthesis and to examine if a refutational text can support understanding of photosynthesis better than a non-refutational text. A total of 91 elementary school pre-service teachers read either a refutational or a non-refutational text…

  11. Reaching American Indian Special/Elementary Educators through a Partnership with a Navajo Nation School District.

    Heimbecker, Connie; Medina, Catherine; Peterson, Patricia; Redsteer, Denise; Prater, Greg


    This article describes the Reaching American Indian Special/Elementary Educators (RAISE) program, a community-based native teacher education program located on the Navajo reservation in Kayenta, Arizona. The preservice teacher preparation partnership program is designed for uncertified Navajo special and elementary education preservice students…

  12. Engaging Elementary School Pre-service Teachers in Modeling a Socioscientific Issue as a Way to Help Them Appreciate the Social Aspects of Science

    Evagorou, Maria; Puig Mauriz, Blanca


    Socioscientific issues are ill-structured problems that involve moral, ethical, and financial aspects, and lack clear-cut solutions. Teaching socioscientific issues necessarily puts a demand on teachers to draw on knowledge stemming from other domains, and to also appreciate, and present to the students the societal aspects of science. For new teachers, and those who have not tried integrating complex social issues into their instruction, SSI-based teaching may seem too great a hurdle to over...

  13. Using seismology to raise science awareness in kindergarten and elementary levels, with the help of high school students

    Rocha, F. L.; Silveira, G. M.; Moreira, G.; Afonso, I. P.; Maciel, B. A. P. C.; Melo, M. O.; Neto, R. P.; Gonçalves, M.; Marques, G.; Hartmann, R. P.


    Teaching students, aged from 4 up to 18 years old, is a challenging task. It continuously implies new strategies and new subjects adapted to all of them. This is even more evident, when we have to teach natural-hazards scientific aspects and safe attitudes toward risk. We often see that most of the high-school students (16 -18 years old) are not motivated for extra-curricular activities implying science and/or behaviours changes. But, they have a very positive response when we give them some responsibility. On top of that, we also realised that young children are quite receptive to the involvement of older students in the school environment Taking this into consideration, our project use the k12 students to prepare scientific activities and subjects, based in questions, which they need to answer themselves. The students need to answer those questions and, only then, adapt and teach the right answers to the different school-levels. With this approach, we challenged the students to solve three questions: How to use a SEP seismometer at school, and its data? How to set up a shaking table? How to introduce waves and vibrations contents to all ages of students? During the project they developed many science skills, and worked in straight cooperation with teachers, the parents association and the seismology research group at Instituto Dom Luíz. As a result, it was possible to reach all school students with the help of the k-12 ones. This is an outcome of the project W-Shake, a Parents-in-Science Initiative to promote the study of seismology and related subjects. This project, supported by the Portuguese "Ciência Viva" program, results from a direct cooperation between the parents association, science school-teachers and the seismology research group at Instituto Dom Luíz.

  14. Successful Approaches to Helping Students--Including English Learners--Succeed in Elementary School. Parent Guide = Enfoques exitosos para ayudar a los estudiantes--incluyendo a los que aprenden ingles--a triunfar en la escuela primaria. Guia de padres

    EdSource, 2007


    This guide informs parents about some instructional practices that work well for all elementary school students, in particular English learners. It includes questions parents can ask teachers and principals to help them understand how their children's school approaches teaching and learning. Both English and Spanish versions of the document are…

  15. Como ayudar a su hijo con la tarea escolar: Para los padres con ninos en la primaria y la secundaria (Helping Your Child with Homework: For Parents of Children in Elementary through Middle School).

    Department of Education, Washington, DC. Office of Intergovernmental and Interagency Affairs.

    Homework is an opportunity for children to learn and for families to be involved with their children's education, but helping children with homework is not always easy. This Spanish-language booklet is designed to provide parents of elementary and middle grades students with an understanding of the purpose and nature of homework and offers…

  16. How Pre-Service Teachers' Understand and Perform Science Process Skills

    Chabalengula, Vivien Mweene; Mumba, Frackson; Mbewe, Simeon


    This study explored pre-service teachers' conceptual understanding and performance on science process skills. A sample comprised 91 elementary pre-service teachers at a university in the Midwest of the USA. Participants were enrolled in two science education courses; introductory science teaching methods course and advanced science methods course.…

  17. A Study of Preservice Educators' Dispositions to Change Behavior Management Strategies

    Shook, Alison C.


    Student behavior problems contribute to poor academic achievement and poor teacher retention. This study investigated preservice teachers' dispositions to implement positive and proactive strategies for managing behavior in the general education elementary urban classroom. The author interviewed 19 preservice teachers in a large urban school…

  18. Mapping the Social Side of Pre-Service Teachers: Connecting Closeness, Trust, and Efficacy with Performance

    Liou, Yi-Hwa; Daly, Alan J.; Canrinus, Esther T.; Forbes, Cheryl A.; Moolenaar, Nienke M.; Cornelissen, Frank; Van Lare, Michelle; Hsiao, Joyce


    This exploratory study foregrounds the important, but often understudied social side of pre-service teacher development and its relation to teaching performance in one university-based teacher preparation program in the US. We examine the extent to which pre-service elementary teachers' social relationships and perceptions of peer trust and…

  19. Pre-Service Teachers' Perceptions and Beliefs of Technological Pedagogical Content Knowledge on Algebra

    Lin, Cheng-Yao; Kuo, Yu-Chun; Ko, Yi-Yin


    The purpose of this study was to investigate elementary pre-service teachers' content knowledge in algebra (Linear Equation, Quadratic Equation, Functions, System Equations and Polynomials) as well as their technological pedagogical content knowledge (TPACK) in teaching algebra. Participants were 79 undergraduate pre-service teachers who were…

  20. Mapping the social side of pre-service teachers : connecting closeness, trust, and efficacy with performance

    Liou, Yi Hwa; Daly, Alan J.; Canrinus, Esther T.; Forbes, Cheryl A.; Moolenaar, Nienke M.|info:eu-repo/dai/nl/304352802; Cornelissen, Frank; Van Lare, Michelle; Hsiao, Joyce


    This exploratory study foregrounds the important, but often understudied social side of pre-service teacher development and its relation to teaching performance in one university-based teacher preparation program in the US. We examine the extent to which pre-service elementary teachers’ social

  1. The Effect of Dynamic and Interactive Mathematics Learning Environments (DIMLE), Supporting Multiple Representations, on Perceptions of Elementary Mathematics Pre-Service Teachers in Problem Solving Process

    Ozdemir, S.; Reis, Z. Ayvaz


    Mathematics is an important discipline, providing crucial tools, such as problem solving, to improve our cognitive abilities. In order to solve a problem, it is better to envision and represent through multiple means. Multiple representations can help a person to redefine a problem with his/her own words in that envisioning process. Dynamic and…

  2. Teaching science as argument: Prospective elementary teachers' knowledge

    Barreto-Espino, Reizelie

    For the past two decades there has been increasing emphasis on argumentation in school science. In 2007, the National Research Council published a synthesis report that emphasizes the centrality of constructing, evaluating, and using scientific explanations. Participating in argumentation is seen as fundamental to children's science learning experiences. These new expectations increase challenges for elementary teachers since their understanding of and experiences with science are overwhelmingly inconsistent with teaching science as argument. These challenges are further amplified when dealing with prospective elementary teachers. The current study was guided by the following research questions: (1) What are the ways in which preservice elementary teachers appropriate components of "teaching science as argument" during their student teaching experience? (2) To what extent do components from prospective elementary teachers' reflections influence planning for science teaching? (3) What elements from the context influence preservice elementary teachers' attention to teaching science as argument? This study followed a multi-participant case study approach and analyses were informed by grounded theory. Three participants were selected from a larger cohort of prospective elementary teachers enrolled in an innovative Elementary Professional Development School (PDS) partnership at a large Northeast University. Cross-case analysis allowed for the development of five key assertions: (1) The presence of opportunities for interacting with phenomena and collecting first hand data helped participants increase their emphasis on evidence-based explanations. (2) Participants viewed science talks as an essential mechanism for engaging students in the construction of evidence-based explanations and as being fundamental to meaning-making. (3) Participants demonstrated attention to scientific subject matter during instruction rather than merely focusing on activities and/or inquiry

  3. From Whining to Wondering: Reflective Journaling with Preservice Educators

    Applebaum, Lauren


    Reflective journaling is frequently employed to help preservice educators make sense of fieldwork experiences. Analyzing the weekly journals of eight preservice educators, I offer conceptual language to describe how journal writing provides a window into students' capacity for reflection. This capacity is described in terms of three continua:…

  4. Jordanian Preservice Primary Teachers' Perceptions of Mentoring in Science Teaching

    Abed, Osama H.; Abd-El-Khalick, Fouad


    Quality mentoring is fundamental to preservice teacher education because of its potential to help student and novice teachers develop the academic and pedagogical knowledge and skills germane to successful induction into the profession. This study focused on Jordanian preservice primary teachers' perceptions of their mentoring experiences as these…

  5. Are preservice teachers prepared to teach struggling readers?

    Washburn, Erin K; Joshi, R Malatesha; Binks Cantrell, Emily


    Reading disabilities such as dyslexia, a specific learning disability that affects an individual's ability to process written language, are estimated to affect 15-20% of the general population. Consequently, elementary school teachers encounter students who struggle with inaccurate or slow reading, poor spelling, poor writing, and other language processing difficulties. However, recent evidence may suggest that teacher preparation programs are not providing preservice teachers with information about basic language constructs and other components related to scientifically based reading instruction. As a consequence preservice teachers have not exhibited explicit knowledge of such concepts in previous studies. Few studies have sought to assess preservice teachers' knowledge about dyslexia in conjunction with knowledge of basic language concepts. The purpose of the present study was to examine elementary school preservice teachers' knowledge of basic language constructs and their perceptions and knowledge about dyslexia. Findings from the present study suggest that preservice teachers, on average, are able to display implicit skills related to certain basic language constructs (i.e., syllable counting), but fail to demonstrate explicit knowledge of others (i.e., phonics principles). Also, preservice teachers seem to hold the common misconception that dyslexia is a visual perception deficit rather than a problem with phonological processing. Implications for future research as well as teacher preparation are discussed.

  6. Pre-Service Teachers’ Opinions Regarding Using Films in Social Studies Education

    Tuba Cengelci


    Full Text Available Fundamental knowledge, skills, attitudes and values for community life are taught students through various courses in elementary school. Social studies course play an important role in teaching process of mentioned knowledge, skills, attitudes and values to students in primary education level. Various learning resources are used in social studies course for introducing students past, today and future with people, places and cultures. Films are powerful pedagogical tools for social studies teachers. Films play an important role in introducing historical, cultural, geographical, social, politic issues, perspectives and characteristics belong to people, society, or nations. This study was aimed at examining advantages and disadvantages of using film in social studies education from the perspective of social studies pre-service teachers.The purpose of the study is to examine pre-service teachers’ understandings about using films in social studies course. Within the scope of the main purpose of the present study, the following research questions were addressed:•What do pre-service teachers think about using film in social studies? •What do pre-service teachers think about contributions of films to social studies education?•What do pre-service teachers think about problems can be encountered when using film in social studies? •What are pre-service teachers’ recommendations about using film in social studies?Qualitative research methods were used in the study. Participants of the study were 3rd and 4th grade pre-service teachers enrolled in social studies teacher training program. Focus group interview was used in the study. First group consisted of 8 pre-service teachers from the 3rd grade, and second group had 6 pre-service teachers from the 4th grade. In the analysis of data, content analysis technique was used.Findings were examined under the four main themes which were classified as “using film in social studies”,

  7. Pre-Service Teachers' Views of Inquiry Teaching and Their Responses to Teacher Educators' Feedback on Teaching Practice

    Yoon, Hye-Gyoung; Kim, Mijung; Kim, Byoung Sug; Joung, Yong Jae; Park, Young-Shin


    This study attempted to explore 15 Korean elementary pre-service teachers' views of inquiry teaching. During a science teaching methods course, pre-service teachers implemented a peer teaching lesson, had a group discussion to reflect on five teacher educators' comments on their first peer teaching practice, and revised and re-taught the lesson as…

  8. Integrating Multicultural Children's Math Books into Kindergarten through Sixth-Grade Classrooms: Preservice Teachers' Reflections

    Harding, Jenni; Hbaci, Ilham; Loyd, Stacy; Hamilton, Boni


    This case study of mathematics instruction using children's literature reports on the experiences 47 elementary preservice teachers had in their mathematics methods course while completing a microteaching assignment. As part of the microteaching assignment, preservice teachers were required to plan and teach mathematics lessons based on children's…

  9. Examining the Impact of Educational Technology Courses on Pre-Service Teachers' Development of Technological Pedagogical Content Knowledge

    Hsu, Pi-Sui


    The purpose of this qualitative study was to examine the impact of educational technology courses on pre-service teachers' development of knowledge of technology integration in a teacher preparation program in the USA. The present study was conducted with eight pre-service teachers enrolled in the elementary teacher education program at a large…

  10. Preservice Teachers' Personality Traits and Engagement in Creative Activities as Predictors of Their Support for Children's Creativity

    Lee, Il Rang; Kemple, Kristen


    The purpose of this study was to examine relationships among preservice teachers' personality traits, their own engagement in creative activities, and their beliefs about the teaching practices that have been shown to support children's creativity. A total of 302 early childhood and elementary preservice teachers participated in this study. The…

  11. The Views of the Pre-Service Teachers about the Creative Drama as a Method Used in Primary Schools

    Sengul, Ozge Aydin


    Purpose of the study is to investigate views of pre-service teachers about creative drama used as a method in elementary education. In line with this purpose, researchers examine the pre-service teachers' views about the importance of creative drama used as a method in course and kinds of activities that can be used in these courses. This study is…

  12. Addressing Pre-Service Teachers' Understandings and Difficulties with Some Core Concepts in the Special Theory of Relativity

    Selcuk, Gamze Sezgin


    The aim of this study is to investigate pre-service teachers' understanding of and difficulties with some core concepts in the special theory of relativity. The pre-service teachers (n = 185) from the Departments of Physics Education and Elementary Science Education at Dokuz Eylul University (in Turkey) participated. Both quantitative and…

  13. Through Firewalls and beyond: A Focus on What Pre-Service Teachers Learned in an Online Book Club

    Wilson, Jennifer C.


    This study represents an attempt to understand the roles and discourse of preservice teachers engaged in literature discussion with elementary students through e-mail exchanges. After local fourth graders chose books from a list appropriate for their reading ability, they were paired with a preservice teacher for an online experience involving…

  14. Preservice Teachers' Reconciliation of an Epistemological Issue in an Integrated Mathematics/Science Methods Course

    Cormas, Peter C.


    Preservice teachers in six sections (n = 87) of a sequenced, methodological and process-integrated elementary mathematics/science methods course were able to reconcile an issue centered on a similar area of epistemology. Preservice teachers participated in a science inquiry lesson on biological classification and a mathematics problem-solving…

  15. Learning from Our Own Lessons: Pre-Service Teachers' Narratives of Teaching as an Experiment

    Wickstrom, Megan H.; Wilm, Stephanie; Mills, Emily; Johnson, Alexis; Leonard, Nicole; Larberg, Raegan


    Pre-service teachers need to develop habits of mind that allow them to grow as new teachers. This article describes an elementary mathematics methods course in which teaching as an experiment was used a framework for pre-service teachers to participate in action research by developing learning goals, observing and analyzing student thinking,…

  16. Oral Academic Language by Design: Bilingual Pre-Service Teachers' Purposeful Infusion of Paired Strategies during Science Instruction

    Arreguín-Anderson, María G.; Alanis, Iliana


    This study explores ways in which university science courses can be infused with opportunities for pre-service teachers to design student student interactions that promote language development and content mastery. Participants included bilingual pre-service teachers enrolled in an elementary science approaches course and its school-based fieldwork…

  17. Literacy and Art: Collage for Pre-Service Teachers

    Alice J. Feret, EdD


    Full Text Available Art educators have a unique opportunity to develop and strengthen a crosscurricular foundation in literacy through art education. Enrolled in a content area reading course, pre-service teachers in art education at one, large southeastern university discovered that using language skills as a lens sharpened their observations of student performance in art classes at the elementary and high school levels. The inclusion of brief lessons featuring listening, reading, speaking, or writing strategies revealed unanticipated academic needs, which impacted classroom performance and artistic development. This increased awareness deepened preservice teachers’ understanding of young students as learners and allowed the preservice teachers to adjust their lesson planning and classroom management skills. The pre-service teachers were more confident in their practice as they witnessed the results of their efforts in terms of students’ improved levels of artistic achievements.

  18. "It Is Like Putting Fire in the Children's Hands": A Comparative Case Study of Pre-Service Teachers' Knowledge of and Beliefs about Education for Democracy in an Established and Emerging Post-Conflict Democracy

    Lanahan, Brian K.; Phillips, Michele S.


    This report documents and compares two cases of pre-service elementary teachers' beliefs about democracy and education for democracy in the USA and Bosnia and Herzegovina along with contextual factors influencing the similarities and differences among these beliefs. Findings suggest that US pre-service elementary teachers have a self-proclaimed…

  19. Employability and Employment Outcomes of No-Fee Preservice Students

    Jin, Yule; Li, Ling; Ding, Shujing; Li, Zhichao


    This study used interviews and questionnaires to survey 770 no-fee preservice students. Its findings were as follows: (1) Their employability encompasses five dimensions: teaching skills, ability to learn specialized knowledge, ability to grasp elementary and secondary teaching materials and methods, communication skills, and ability to apply for…

  20. Climate Change in the Preservice Teacher's Mind

    Lambert, Julie L.; Bleicher, Robert E.


    Given the recent media attention on the public's shift in opinion toward being more skeptical about climate change, 154 preservice teachers' participated in an intervention in an elementary science methods course. Findings indicated that students developed a deeper level of concern about climate change. Their perceptions on the evidence…

  1. Lowering Preservice Teachers' Mathematics Anxiety through an Experience-Based Mathematics Methods Course.

    Conrad, Karen S.; Tracy, Dyanne M.

    Research has shown that elementary teachers are mathematics anxious, and that this anxiousness can be transmitted to their students. Therefore, many students are not afforded the opportunity to participate in a comfortable mathematics environment. Preservice elementary teachers (n=63) reported their pre- and posttest mathematics anxiety using the…

  2. Changes in Pre-Service Teachers' Algebraic Misconceptions by Using Computer-Assisted Instruction

    Lin, ByCheng-Yao; Ko, Yi-Yin; Kuo, Yu-Chun


    In order to carry out current reforms regarding algebra and technology in elementary school mathematics successfully, pre-service elementary mathematics teachers must be equipped with adequate understandings of algebraic concepts and self-confidence in using computers for their future teaching. This paper examines the differences in preservice…

  3. Preservice Teachers' Perceptions of the Integration of Mathematics, Reading, and Writing.

    Reinke, Kathryn; Mokhtari, Kouider; Willner, Elizabeth


    Examined the perceptions of preservice elementary teachers enrolled in reading, mathematics, and integrating reading and mathematics methods courses about integrating mathematics, reading, and writing instruction at the elementary/middle school level. Surveys indicated that all students were generally positive about instructional integration. They…

  4. An Investigation of the Development of Pre-Service Teacher Assessment Literacy through Individualized Tutoring and Peer Debriefing

    Odo, Dennis Murphy


    Many pre-service teachers lack deep understanding of assessment concepts and have low selfefficacy for using assessments but pre-service on-campus programs have been shown to support their assessment literacy development. Likewise, individualized tutoring has helped pre-service candidates improve instructional practice and peer debriefing has been…

  5. Urban Pre-Service K-6 Teachers' Conceptions of Citizenship and Civic Education: Weighing the Risks and Rewards

    Marri, Anand R.; Michael-Luna, Sara; Cormier, Maria Scott; Keegan, Patrick


    To effectively help urban pre-service teachers to provide civic education opportunities in their future classrooms, teacher educators should know how urban pre-service teachers themselves conceptualize citizenship and civic engagement. Through the research question--how do urban K-6 pre-service teachers currently enrolled in an urban education…

  6. Preparing perservice teachers to teach elementary school science

    Lewis, Amy D.

    The development of scientifically literate citizens begins in the elementary school. Yet elementary school teachers are ill prepared to teach science (Trygstad, Smith, Banilower, Nelson, & Horizon Research, Inc., 2013). The research base on teacher preparation finds that programs designed to prepare elementary teachers are inadequate in providing both the content knowledge and pedagogical content knowledge necessary to teach science effectively (Baumgartner, 2010; Bodzin & Beerer, 2003; Bulunuz & Jarrett 2009). This mixed methods study examined what happened when a science methods course was interactively co-taught by an expert in elementary teaching methods and a physics expert. This study also aimed to discover what aspects of the curriculum pre-service teachers (PSTs) said helped them in developing their understanding of science content and scientific reasoning, and how to implement inquiry practices to teach science. A nested case study of three PSTs provided descriptive portraits of student experiences in the class. A whole class case analysis was used to examine what PSTs learned in terms of science, scientific reasoning skills, and pedagogical content knowledge (PCK) from their experiences in the course. It was found that students often conflated science content with the experiences they had in learning the content. Although PSTs felt the interactive co-teaching model effectively created a balance between theory and practice, it was their experiences doing science--conducting physical experiments, developing and discussing scientific models, and the use of inquiry-based instruction--that they credited for their learning. Even with careful curriculum planning, and a course purposely designed to bridge the theory to practice gap, this study found one semester-long methods course to be insufficient in providing the vast content knowledge and PCK elementary school science teachers need.

  7. Pre-Service Elementary Mathematics Teachers’ Generalization Processes of Patterns: Strategies and Justifications [İlköğretim Matematik Öğretmeni Adaylarının Örüntüleri Genelleme Süreçleri: Stratejiler ve Gerekçelendirmeler

    Yaşar Akkan


    Full Text Available The aim of this study is to investigate the generalizations created by pre-service elementary mathematic teachers, to explore the justifications predicted for their generalizations, and to determine any relationships between generalization and justification. We used phenomenology design from qualitative research methods in the study. The study was conducted by the 4th grade students/pre-service teachers who are studying in a department of Elementary Mathematics Teaching at a university located in the Eastern Black Sea region. Data collection tools are linear and quadratic pattern problems which are prepared with the support of literature and teaching staff and in which different solution strategies and justification types can be produced. Interviews were analyzed using the descriptive analysis technique within the conceptual framework of the research. The results show that the most common type of strategy used by pre-service teachers was functional strategy, contextual, recursive, guess-check and mixed strategies. While many of the pre-service teachers have justified their verification by numerical control, pre-service teachers who have justified through explanation and external knowledge sources have also been identified. [Bu çalışmanın amacı, ilköğretim matematik öğretmeni adaylarının farklı örüntü problemleri ile ilgili genelleme stratejilerini incelemek, genellemelerinin altında yatan gerekçelendirmeleri keşfetmek ve genelleme ile gerekçelendirmeleri arasındaki ilişkileri belirlemektir. Çalışma nitel araştırma desenlerinden olgubilim modeline göre tasarlanmıştır. Çalışma, Doğu Karadeniz Bölgesindeki bir üniversitenin İlköğretim Matematik Öğretmenliği programında öğrenim gören 4. sınıf öğretmen adayları ile yürütülmüştür. Veri toplama araçları, hem literatür hem de öğretim üyesi desteğiyle hazırlanan ve farklı çözüm stratejilerinin ve gerekçelendirme çeşitlerinin

  8. Reflective Teaching via a Problem Exploration--Teaching Adaptations--Resolution Cycle: A Mixed Methods Study of Preservice Teachers' Reflective Notes

    Hayden, H. Emily; Chiu, Ming Ming


    We explore development of elementary preservice teachers' reflective practices as they solved problems encountered while teaching in a reading clinic. Written reflections (N = 175) were collected across 8 weeks from 23 preservice teachers and analyzed to investigate relationships among problem exploration, teaching adaptations, and problem…

  9. Examining the Accuracy and Justification of Geometric Constructions Made by Pre-Service Teachers with Dynamic Geometry Software and the Awareness They Gained throughout the Process

    Bozkurt, Ali


    This study examined pre-service teachers' accuracy for geometric constructions with dynamic geometry software, their justification for the accuracy of geometric figures, and their awareness they gained throughout the process. The data come from a sample of 71 elementary grade pre-service teachers activity form completed as a part of geometry…

  10. Graduate Teaching Assistants' Enactment of Reasoning-and-Proving Tasks in a Content Course for Elementary Teachers

    Rogers, Kimberly Cervello; Steele, Michael D.


    Graduate teaching assistants serve as instructors of record for numerous undergraduate courses every semester, including serving as teachers for mathematics content courses for elementary preservice teachers. In this study, we examine 6 teaching assistants' teaching practices in the context of a geometry content course for preservice teachers by…

  11. Can providing a morning healthy snack help to reduce hunger during school time? Experimental evidence from an elementary school in Connecticut.

    Castellari, Elena; Berning, Joshua P


    While children may be naturally inclined to regulate their hunger, they are also guided by adults and influenced by environmental constraints regarding when and how much to eat. As such, the timing and availability of meals could alter a child's natural eating habits. This could impact the nutritional quality of what they eat as well. We conducted a field experiment with three fourth grade classes at a public elementary school in Eastern Connecticut to analyze if providing a nutritious snack one hour prior to lunch effects a child's level of hunger and consequently their lunch-time consumption. We found students shift their caloric and nutrient intake from lunch to snack time. In addition, we found a significant reduction in student hunger. Our results highlight the importance in considering the timing and quality of meals provided during school time. In our sample, current snack and lunch schedule may not be optimal and changing it can have an impact on the wellbeing of students. Providing healthful options for snack could be an effective way to improve student diets while preserving their ability to make their own choices. Copyright © 2016 Elsevier Ltd. All rights reserved.

  12. Elementary operators - still not elementary?

    Martin Mathieu


    Full Text Available Properties of elementary operators, that is, finite sums of two-sided multiplications on a Banach algebra, have been studied under a vast variety of aspects by numerous authors. In this paper we review recent advances in a new direction that seems not to have been explored before: the question when an elementary operator is spectrally bounded or spectrally isometric. As with other investigations, a number of subtleties occur which show that elementary operators are still not elementary to handle.

  13. Collaborating to Improve Inquiry-Based Teaching in Elementary Science and Mathematics Methods Courses

    Magee, Paula A.; Flessner, Ryan


    This study examines the effect of promoting inquiry-based teaching (IBT) through collaboration between a science methods course and mathematics methods course in an elementary teacher education program. During the collaboration, preservice elementary teacher (PST) candidates experienced 3 different types of inquiry as a way to foster increased…

  14. Assessing Elementary Algebra with STACK

    Sangwin, Christopher J.


    This paper concerns computer aided assessment (CAA) of mathematics in which a computer algebra system (CAS) is used to help assess students' responses to elementary algebra questions. Using a methodology of documentary analysis, we examine what is taught in elementary algebra. The STACK CAA system,, which uses the CAS…

  15. Reflections from the Field: Creating an Elementary Living Learning Makerspace

    Shively, Kathryn L.


    This article features the creation of a makerspace in the elementary education (ELED) living and learning community (LLC) residence hall. This space was created based on the growing body of literature demonstrating the rise of makerspaces across learning environments as well as the need to expose pre-service teachers (PSTs) to early field…

  16. Personality Self-Perceptions of Turkish Music Pre-Service Teachers in Relation to Departmental Satisfaction

    Cevik, Beste


    The purpose of this study was to examine individual differences in the field of music education. The "Big Five" model of personality served as the framework to help meet the purpose. Using a sample of 83 music pre-service teachers enrolled in a department of music education, we found that music pre-service teachers scored high in the Openness,…

  17. Minority Preservice Teachers' Conceptions of Teaching Science: Sources of Science Teaching Strategies

    Subramaniam, Karthigeyan


    This study explores five minority preservice teachers' conceptions of teaching science and identifies the sources of their strategies for helping students learn science. Perspectives from the literature on conceptions of teaching science and on the role constructs used to describe and distinguish minority preservice teachers from their mainstream…

  18. Impact of a Faith-Based Social Justice Course on Pre-Service Teachers

    Critchfield, Meredith


    Rapid demographic shifts are occurring around the country. United States' public schools are more diverse than any time in history. To help prepare pre-service teachers for these shifts, this small-scale qualitative case study explored the impact of a required social justice course for pre-service educators at a large private Christian university…

  19. Metaphor Perceptions of Pre-Service Teachers towards Mathematics and Mathematics Education in Preschool Education

    Keles, Oguz; Tas, Isil; Aslan, Durmus


    The aim of this study was to identify the thoughts of pre-service teachers, who play an important role in the early preschool experience of children in mathematics, towards the concepts of mathematics and education of mathematics with the help of metaphors. The study group of the research consists of a total of 227 pre-service teachers at the…

  20. Teaching to Teach (with) Game Design: Game Design and Learning Workshops for Preservice Teachers

    Akcaoglu, Mete; Kale, Ugur


    Engagement in game design tasks can help preservice teachers develop pedagogical and technical skills for teaching and promoting critical thinking and problem-solving skills. Through the design process, preservice teachers not only exercise critical-thinking and problem-solving skills, but also learn about an instructional method to support their…

  1. Argumentation as a Strategy for Increasing Preservice Teachers’ Understanding of Climate Change, a Key Global Socioscientific Issue

    Lambert, Julie L.; Bleicher, Robert E.


    Findings of this study suggest that scientific argumentation can play an effective role in addressing complex socioscientific issues (i.e. global climate change). This research examined changes in preservice teachers’ knowledge and perceptions about climate change in an innovative undergraduate-level elementary science methods course. The preservice teachers’ understanding of fundamental concepts (e.g., the difference between weather and climate, causes of recent global warming, etc.) increas...

  2. Preservice Teachers and Religion: Serious Gaps in Religious Knowledge and the First Amendment

    Marks, Melissa J.; Binkley, Russell; Daly, James K.


    Recognizing the influence of religion on people's worldview and daily lives, we wondered if elementary and secondary social studies preservice teachers knew enough about religions not only to be culturally responsive in a classroom but also whether they knew enough to teach about these religions within the appropriate curriculum. We used questions…

  3. Turkish Preservice Teachers' Perceptions of Children's Picture Books Reflecting LGBT-Related Issues

    Dedeoglu, Hakan; Ulusoy, Mustafa; Lamme, Linda L.


    This research study focuses on Turkish preservice teachers' perceptions of children's picture books containing lesbian, gay, bisexual, and transgender issues to lend support to encouraging diversity in teacher education programs and elementary school classrooms. The authors proposed that reading, listening, and responding to diverse children's…

  4. Student-Centered Learning in an Earth Science, Preservice, Teacher-Education Course

    Avard, Margaret


    In an effort to get elementary teachers to teach more science in the classroom, a required preservice science education course was designed to promote the use of hands-on teaching techniques. This paper describes course content and activities for an innovative, student-centered, Earth science class. However, any science-content course could be…

  5. Seeking Comfort: How and Why Preservice Teachers Use Internet Resources for Lesson Planning

    Sawyer, Amanda G.; Myers, Joy


    This study examined 158 lesson plans at one institution across two teacher education programs, inclusive early childhood and elementary education, to determine the impact of Internet usage as inspiration on preservice teachers' lesson plans. Fisher's exact test determined statistically significant differences between the Internet use of preservice…

  6. Preservice Teacher Institute: Developing a Model Learning Community for Student Teachers

    Kent, Andrea M.; Simpson, Jennifer L.


    The Preservice Teacher Institute (PTI) is a budding learning community designed to provide mentoring and support for senior elementary education undergraduate candidates. This program is an effective paradigm for mentoring and inducting new teachers into the profession. PTI is a two-semester program. The first semester is restricted to candidates…

  7. Teaching Probability to Pre-Service Teachers with Argumentation Based Science Learning Approach

    Can, Ömer Sinan; Isleyen, Tevfik


    The aim of this study is to explore the effects of the argumentation based science learning (ABSL) approach on the teaching probability to pre-service teachers. The sample of the study included 41 students studying at the Department of Elementary School Mathematics Education in a public university during the 2014-2015 academic years. The study is…

  8. A Study of Pre-Service Teachers Use of Representations in Their Proportional Reasoning

    Johnson, Kim


    Proportional reasoning is important to the field of mathematics education because it lies at the crossroads of additive reasoning in the elementary school and multiplicative reasoning needed for more advanced mathematics. This research reports on the representations used by pre-service teachers (PSTs) as they responded to tasks involving…

  9. Preservice Teachers Map Compassion: Connecting Social Studies and Literacy through Nonfictional Animal Stories

    Rule, Audrey C.; Montgomery, Sarah E.; Vander Zanden, Sarah M.


    Nonfiction stories of animal compassion were used in this literacy-social studies integrated lesson to address both efferent and aesthetic stances in transmediation of text from picture books to maps. Preservice early childhood and elementary teachers chose places from the nine recent children's stories, symbolizing them on a map while…

  10. Examining Preservice Teacher Belief Changes in the Context of Coordinated Mathematics Methods Coursework and Classroom Experiences

    Bahr, Damon; Monroe, Eula E.; Shaha, Steven H.


    The purpose of this study was to compare changes in beliefs of two groups of preservice teachers involved in two types of opportunities to immediately apply methods for teaching accompanying an elementary mathematics methods course. Students in one group applied the methods learned in class through weekly 30-minute peer-teaching sessions, while…

  11. "Change My Thinking Patterns towards Maths": A Bibliotherapy Workshop for Pre-Service Teachers' Mathematics Anxiety

    Wilson, Sue; Raven, Monica


    In small-group workshops, a joint initiative of the researcher and the student counsellor, primary (elementary) pre-service teachers (PSTs) wrote about critical incidents in their mathematics learning, and shared them with the group. Then, PSTs read extracts about mathematics anxiety (maths anxiety), and wrote and shared their reflections…

  12. An Investigation of K-8 Preservice Teachers' Concept Images and Mathematical Definitions of Polygons

    Ward, Robin A.


    In this paper, the author presents a study which explored K-8 preservice teachers' concept images and mathematical definitions of polygons. This study was carried out in which K-8 teacher candidates enrolled in an elementary mathematics content course were asked to sort, identify, and provide definitions of such shapes including triangles,…

  13. Pre-Service Teachers' Attitudes toward Use of Vee Diagrams in General Physics Laboratory

    Keles, Özgül; Özsoy, Sibel


    The purpose of this study is to determine pre-service teachers' attitudes toward use of Vee diagrams in general physics laboratory. The sample of the study consists of 29 (16 girls and 13 boys) freshmen students enrolling to elementary school science education program at one of the universities in Turkey. To gather the data of the study…

  14. Preservice Teachers' Images of Scientists: Do Prior Science Experiences Make a Difference?

    Milford, Todd M.; Tippett, Christine D.


    This article presents the results of a mixed methods study that used the Draw-a-Scientist Test as a visual tool for exploring preservice teachers' beliefs about scientists. A questionnaire was also administered to 165 students who were enrolled in elementary (K-8) and secondary (8-12) science methods courses. Taken as a whole, the images drawn by…

  15. Investigation By Skills of Pre-Service Science Teachers' Reflective Thinking From Journals

    Ufuk TÖMAN


    Full Text Available The aim of this study is to determine reflective thinking skills of the pre-service science teachers according to data gathered from the journals in teacher training portfolios. Participants were third grade pre-service science teachers at Bayburt University, Faculty of Education, Department of Elementary Science Teacher Training Program. The data of this study were composed of totally 32 journals which 32 pre-service science teachers’ wrote in their teacher training portfolios. The journal of the pre-service science teachers were investigated through the method of document analysis. The statements in their journals were descriptively analyzed. From the statements in the pre-service science teachers’ journals, it was concluded that most of the pre-service science teachers’ technical reflective thinking skills were better than critical reflective thinking skills. In the area of critical reflective thinking skills that have almost no noteworthy. Work towards the development of pre-service teachers' reflective thinking skills are complemented by recommendations.

  16. Views of Elementary School Pre-Service Teachers About the Use of Educational Mathematics Games in Mathematics Teaching [Sınıf Öğretmeni Adaylarının İlköğretim Matematik Öğretiminde Eğitsel Bilgisayar Oyunlarının Kullanımına Yönelik Görüşleri

    Hasan Topçu


    Full Text Available The aim of this study was to reveal the opinions of elementary school pre-service teachers about the usage of educational mathematics games in elementary mathematics teaching. In this study, case study that, one of qualitative research methods, was used. Data were collected by utilizing a semi-structured interview form to these elementary school pre-service teachers and analyzed using by content analysis method. A total of 10 junior pre-service teachers enrolled in undergraduate programs of elementary teaching attended to this research. In conclusion, these pre-service teachers indicated that educational computer games would provide benefits such as making students’ learning more permanent, visualizing concepts, making students love mathematics, learning by entertaining, reinforcing what has been learnt and developing thinking skills. Nevertheless, these elementary school pre-service teachers stated the limitations about educational computer games such as causing addiction and physical damages, being time-consuming, requiring special equipment and software and making class management difficult. Besides, it was revealed that the pre-service teachers demonstrated positive attitudes towards the use of games in courses while that they did not feel themselves competent in terms of application. [Bu çalışmanın amacı sınıf öğretmeni adaylarının ilköğretim matematik öğretiminde eğitsel bilgisayar oyunlarının kullanımına yönelik görüşlerini ortaya koymaktır. Nitel araştırma yöntemi kullanılarak gerçekleştirilen bu çalışmaya üçüncü sınıfta öğrenim görmekte olan 10 sınıf öğretmeni adayı katılmıştır. Araştırma verileri yarı yapılandırılmış görüşme formu kullanılarak elde edilmiş ve bu veriler içerik analizi yöntemi ile incelenmiştir. Araştırmanın sonucunda, öğretmen adaylarının eğitsel bilgisayar oyunlarının öğrencilere matematik dersini sevdirme, öğrencilerin

  17. The Realities of Teaching Elementary Mathematics by Student Teachers: A Phenomenological Probe

    Jo Ann M. Petancio


    Full Text Available This study probed into the lived experiences of the student-teachers as they go through teaching Elementary Mathematics. Apart from Mathematics, these student-teachers who are generalists teach the other seven subjects. This phenomenological study was conducted during the first semester, school year 2017-2018 in Cebu Normal University-Integrated Laboratory School in Cebu City, Philippines. The researchers interviewed twelve student teachers and used Colaizzi’s method of data analysis. Results revealed that the essence of teaching Math from the lens of elementary student teachers is condensed in the following themes: a Emotional mix-up; b Challenging; c Never stop learning and reach out for help; d Success is a joint venture of teacher and student; e Values count; f We are work in progress. The researchers recommend that teacher education institutions may consider revisiting their policies and practices to strengthen the support lent by the supervisor, mentors and staff to the budding teachers; providing supplemental training and coaching towards improving the student teachers’ pedagogical content knowledge in Math; and providing the pre-service teachers with reflective strategies in processing one’s own experiences in teaching the subject. Moreover, since elementary student-teachers teach not only Math but the other subjects as well, the researchers also recommend that further researches may be conducted on topics related on how the teaching of the other subjects influence one’s way of teaching Mathematics.

  18. Defining Academic Dishonesty Behaviors According to Pre-Service Teachers

    Muhammet ÖZDEN


    Full Text Available The aim of this study is to determine academic dishonesty behaviors based on the opinions of pre-service elementary and social studies teachers. This study was designed using a student self-report survey questionnaire. The sample of this study consisted of 445 pre-service teachers. The research data was collected using “the academic dishonesty behaviors opinion survey” developed for this research. The research data was analyzed using descriptive statistical techniques and chi-square test. Results indicated 23 items that pre-service teachers agreed on were about academic dishonesty. Of these 10 items were about academic cheating and 13 items were about plagiarism in assignments. The top three academic dishonesty behaviors based on participants opinion were respectively having another person take the test on behalf, stealing exam materials and handing in someone else's essay with his/her name on it. Most pre-service teachers did not accept 4 items as an academic dishonest behavior. These items were using old exam questions in order to prepare an exam, using someone else's notes in order to prepare an exam, to give information to other class students after taking the exam, and taking an exam after receiving information from students who already took the exam. In this study, another important finding was about gender differences; female preservice teachers showed more concern than male pre-service teachers about academic dishonesty behaviors. There were also a few limited significant differences both in grade and class level in all academic dishonesty behaviors.

  19. Helping Them Grow.

    Kreidler, William J.; And Others


    Three articles present suggestions to help elementary teachers promote student development. The first describes games that encourage a sense of community. The second deals with making parent teacher conferences a positive experience. The third discusses how to give confused children who are involved in custody battles an alternative to acting out.…

  20. Using case method to explicitly teach formative assessment in preservice teacher science education

    Bentz, Amy Elizabeth

    The process of formative assessment improves student understanding; however, the topic of formative assessment in preservice education has been severely neglected. Since a major goal of teacher education is to create reflective teaching professionals, preservice teachers should be provided an opportunity to critically reflect on the use of formative assessment in the classroom. Case method is an instructional methodology that allows learners to engage in and reflect on real-world situations. Case based pedagogy can play an important role in enhancing preservice teachers' ability to reflect on teaching and learning by encouraging alternative ways of thinking about assessment. Although the literature on formative assessment and case methodology are extensive, using case method to explore the formative assessment process is, at best, sparse. The purpose of this study is to answer the following research questions: To what extent does the implementation of formative assessment cases in methods instruction influence preservice elementary science teachers' knowledge of formative assessment? What descriptive characteristics change between the preservice teachers' pre-case and post-case written reflection that would demonstrate learning had occurred? To investigate these questions, preservice teachers in an elementary methods course were asked to reflect on and discuss five cases. Pre/post-case data was analyzed. Results indicate that the preservice teachers modified their ideas to reflect the themes that were represented within the cases and modified their reflections to include specific ideas or examples taken directly from the case discussions. Comparing pre- and post-case reflections, the data supports a noted change in how the preservice teachers interpreted the case content. The preservice teachers began to evaluate the case content, question the lack of formative assessment concepts and strategies within the case, and apply formative assessment concepts and

  1. The impact of whole-plant instruction of preservice teachers' understanding of plant science principles

    Hypolite, Christine Collins

    The purpose of this research was to determine how an inquiry-based, whole-plant instructional strategy would affect preservice elementary teachers' understanding of plant science principles. This study probed: what preservice teachers know about plant biology concepts before and after instruction, their views of the interrelatedness of plant parts and the environment, how growing a plant affects preservice teachers' understanding, and which types of activity-rich plant themes studies, if any, affect preservice elementary teachers' understandings. The participants in the study were enrolled in two elementary science methods class sections at a state university. Each group was administered a preinstructional test at the beginning of the study. The treatment group participated in inquiry-based activities related to the Principles of Plant Biology (American Society of Plant Biologists, 2001), while the comparison group studied those same concepts through traditional instructional methods. A focus group was formed from the treatment group to participate in co-concept mapping sessions. The participants' understandings were assessed through artifacts from activities, a comparison of pre- and postinstructional tests, and the concept maps generated by the focus group. Results of the research indicated that the whole-plant, inquiry-based instructional strategy can be applied to teach preservice elementary teachers plant biology while modeling the human constructivist approach. The results further indicated that this approach enhanced their understanding of plant science content knowledge, as well as pedagogical knowledge. The results also showed that a whole-plant approach to teaching plant science concepts is an instructional strategy that is feasible for the elementary school. The theoretical framework for this study was Human Constructivist learning theory (Mintzes & Wandersee, 1998). The content knowledge and instructional strategy was informed by the Principles of Plant

  2. Introduction to elementary particles

    Griffiths, David J


    This is the first quantitative treatment of elementary particle theory that is accessible to undergraduates. Using a lively, informal writing style, the author strikes a balance between quantitative rigor and intuitive understanding. The first chapter provides a detailed historical introduction to the subject. Subsequent chapters offer a consistent and modern presentation, covering the quark model, Feynman diagrams, quantum electrodynamics, and gauge theories. A clear introduction to the Feynman rules, using a simple model, helps readers learn the calculational techniques without the complicat

  3. Omani Pre-Service Science Teachers' Views about Global Warming: Beliefs about Actions and Willingness to Act

    Ambusaidi, Abdullah; Boyes, Edward; Stanisstreet, Martin; Taylor, Neil


    A 44-item questionnaire was employed to determine pre-service teachers' beliefs about how useful various specific actions might be in helping to reduce global warming, their willingness to undertake these same actions, and the extent to which these two might be related. The instrument was administered to pre-service science teachers (n = 104) at…

  4. Misconceptions Regarding the Brain: The Neuromyths of Preservice Teachers

    Dündar, Sefa; Gündüz, Nazan


    Understanding preservice teachers' misconceptions regarding the brain and neuroscience (neuromyths) can provide information that helps teachers to apply neuroscience knowledge in an educational context. The objective of this study was to investigate these misconceptions. Following preliminary research, a questionnaire comprising 59 challenging…

  5. Explaining Motivational Antecedents of Citizenship Behavior among Preservice Teachers

    Knut-Andreas Christophersen


    Full Text Available A typical preservice teacher will experience demanding teaching situations during practicum. In such situations, interpersonal support from fellow students may be an important factor if experiences gained during teaching practice are to make a constructive contribution to personal growth for the teacher. Human support from other preservice teachers can bridge a gap that can be filled only to a limited extent by practice supervisors, who also have a role in assessing the students’ practice periods. The phenomenon of preservice teachers helping their co-students—even though, strictly speaking, they have no formal responsibility in this area—is called citizenship behavior here. Structural equation modeling of questionnaire data collected among Norwegian preservice teachers shows that performance approach motivation is the factor most strongly associated with citizenship behavior. Intrinsic motivation is also a significant factor, both as a direct and an indirect effect, via study absorption. The self-efficacy of preservice teachers in teaching situations also has a robust association with citizenship behavior, while experiences involving pupil engagement problems in teaching situations have a negative effect on self-efficacy. Pupil engagement problems also have an adverse impact on absorption.

  6. Shifting Pre-Service Teachers' Beliefs about Mathematics Teaching: The Contextual Situation of a Mathematics Methods Course

    Jao, Limin


    For pre-service teachers (PSTs) who have been exposed to traditional approaches, teacher education courses can be a revelatory experience in their development as educators. This study explores if Canadian upper elementary/lower secondary (grades 4-10) PSTs change their beliefs about mathematics teaching as a result of taking a mathematics methods…

  7. Pre-Service Teachers' Conceptions of Effective Teacher Talk: Their Critical Reflections on a Sample Teacher-Student Dialogue

    Lee, Ji-Eun; Kim, Kyoung-Tae


    This study aimed to explore pre-service elementary teachers' (PSTs') conceptions of effective teacher talk in mathematics instruction, which were interpreted primarily based on the concept of communicative approach. This was accomplished through a task that involves analyzing and evaluating a sample teacher-student dialogue. This study…

  8. Argumentation as a Strategy for Increasing Preservice Teachers' Understanding of Climate Change, a Key Global Socioscientific Issue

    Lambert, Julie L.; Bleicher, Robert E.


    Findings of this study suggest that scientific argumentation can play an effective role in addressing complex socioscientific issues (i.e. global climate change). This research examined changes in preservice teachers' knowledge and perceptions about climate change in an innovative undergraduate-level elementary science methods course. The…

  9. Moving toward Positive Mathematics Beliefs and Developing Socio-Mathematical Authority: Urban Preservice Teachers in Mathematics Methods Courses

    Saran, Rupam; Gujarati, Joan


    This article explores how preservice elementary teachers change their negative beliefs toward mathematics into positive ones after taking a mathematics methods course that follows the Concrete-Pictorial-Abstract (CPA) instructional method. Also explored is the relationship between those beliefs and sociomathematical authority. By administering…

  10. Jordanian Preservice Primary Teachers' Perceptions of Mentoring in Science Teaching

    Abed, Osama H.; Abd-El-Khalick, Fouad


    Quality mentoring is fundamental to preservice teacher education because of its potential to help student and novice teachers develop the academic and pedagogical knowledge and skills germane to successful induction into the profession. This study focused on Jordanian preservice primary teachers' perceptions of their mentoring experiences as these pertain to science teaching. The Mentoring for Effective Primary Science Teaching instrument was administered to 147 senior preservice primary teachers in a university in Jordan. The results indicated that the greater majority of participants did not experience effective mentoring toward creating a supportive and reflexive environment that would bolster their confidence in teaching science; further their understanding of primary science curriculum, and associated aims and school policies; help with developing their pedagogical knowledge; and/or furnish them with specific and targeted feedback and guidance to help improve their science teaching. Substantially more participants indicated that their mentors modeled what they perceived to be effective science teaching. The study argues for the need for science-specific mentoring for preservice primary teachers, and suggests a possible pathway for achieving such a model starting with those in-service primary teachers-much like those identified by participants in the present study-who are already effective in their science teaching.

  11. New Materials for the Undergraduate Classroom to Build Pre-Service Teachers' NGSS Skills and Knowledge

    Egger, A. E.; Awad, A. A.; Baldwin, K. A.; Birnbaum, S. J.; Bruckner, M. Z.; DeBari, S. M.; Dechaine, J.; Ebert, J. R.; Gray, K. R.; Hauge, R.; Linneman, S. R.; Monet, J.; Thomas, J.; Varrella, G.


    As part of InTeGrate, teams of 3 instructors at 3 different institutions developed modules that help prepare pre-service teachers to teach Earth science aligned with the NGSS. Modules were evaluated against a rubric, which addresses InTeGrate's five guiding principles, learning objectives and outcomes, assessment and measurement, resources and materials, instructional strategies and alignment. As all modules must address one or more Earth-related grand challenge facing society, develop student ability to address interdisciplinary problems, improve student understanding of the methods of geoscience, use authentic geoscience data, and incorporate systems thinking, they align well with the NGSS. Once modules passed the rubric, they were tested by the authors in their classrooms. Testing included pre- and post-assessment of geoscience literacy and assessment of student learning towards the module goal; materials were revised based on the results of testing. In "Exploring Geoscience Methods with Secondary Education Students," pre-service science teachers compare geoscientific thinking with the classic (experimental) scientific method, investigate global climate change and its impacts on human systems, and prepare an interdisciplinary lesson plan that addresses geoscience methods in context of a socioscientific issue. In "Soils and Society," pre-service elementary teachers explore societal issues where soil is important, develop skills to describe and test soil properties, and create a standards-based Soils and Society Kit that consists of lessons and supporting materials to teach K-8 students about a soil-and-society issue. In "Interactions between Water, Earth's Surface, and Human Activity," students explore the effects of running water on shaping Earth's surface both over geologic time and through short-term flooding events, and produce a brochure to inform citizens of the impact of living near a river. The modules are freely available at http

  12. Elementary particles

    Prasad, R.


    Two previous monographs report on investigations into the extent to which a unified field theory can satisfactorily describe physical reality. The first, Unified field Theory, showed that the paths within a non-Riemannian space are governed by eigenvalue equations. The second, Fundamental Constants, show that the field tensors satisfy sets of differential equations with solutions which represent the evolution of the fields along the paths of the space. The results from the first two monographs are used in this one to make progress on the theory of elementary particles. The five chapters are as follows - Quantum mechanics, gravitation and electromagnetism are aspects of the Unified theory; the fields inside the particle; the quadratic and linear theories; the calculation of the eigenvalues and elementary particles as stable configurations of interacting fields. It is shown that it is possible to construct an internal structure theory for elementary particles. The theory lies within the framework of Einstein's programme-to identify physical reality with a specified geometrical structure. (U.K.)

  13. Understanding of Earth and Space Science Concepts: Strategies for Concept-Building in Elementary Teacher Preparation

    Bulunuz, Nermin; Jarrett, Olga S.


    This research is concerned with preservice teacher understanding of six earth and space science concepts that are often taught in elementary school: the reason for seasons, phases of the moon, why the wind blows, the rock cycle, soil formation, and earthquakes. Specifically, this study examines the effect of readings, hands-on learning stations,…

  14. Undergraduates' Implementations of Learning Stations as Their Service Learning among Elementary School Students

    Chien, Chin-Wen


    Service learning provides pre-service educators with a context for having hands-on field experience and also assists in understanding the theory and practice. This study discusses 7 undergraduates' implementations of learning stations as their service learning with 28 elementary school students. Through thematic data analysis of interviews,…

  15. Prospective Elementary Teacher Understandings of Pest-Related Science and Agricultural Education Benchmarks.

    Trexler, Cary J.; Heinze, Kirk L.


    Clinical interviews with eight preservice elementary teachers elicited their understanding of pest-related benchmarks. Those with out-of-school experience were better able to articulate their understanding. Many were unable to make connections between scientific, societal and technological concepts. (Contains 39 references.) (SK)

  16. Embedding Probeware Technology in the Context of Ocean Acidification in Elementary Science Methods Courses

    Ensign, Todd I.; Rye, James A.; Luna, Melissa J.


    Research indicates that preservice teacher (PT) education programs can positively impact perceptions of scientific probeware use in K-8 environments. Despite the potential of probeware to improve science instruction and student engagement, its use in elementary education has been limited. Sixty-seven PT enrolled across three sections of an…

  17. Creating Critical Conversations: Investigating the Utility of Socratic Dialogues in Elementary Social Studies Methods

    Buchanan, Lisa Brown


    This article explores the utility of Socratic dialogues in the elementary social studies methods course. Findings include preservice teachers' behaviors during dialogues, perceived strengths and challenges of using Socratic dialogues in teacher education, and the impact on student learning. Challenges and apprehensions encountered by the teacher…

  18. Integrating Inquiry-Based Science and Education Methods Courses in a "Science Semester" for Future Elementary Teachers

    Madsen, J.; Fifield, S.; Allen, D.; Brickhouse, N.; Dagher, Z.; Ford, D.; Shipman, H.


    In this NSF-funded project we will adapt problem-based learning (PBL) and other inquiry-based approaches to create an integrated science and education methods curriculum ("science semester") for elementary teacher education majors. Our goal is to foster integrated understandings of science and pedagogy that future elementary teachers need to effectively use inquiry-based approaches in their classrooms. This project responds to calls to improve science education for all students by making preservice teachers' experiences in undergraduate science courses more consistent with reforms at the K-12 level. The involved faculty teach three science courses (biology, earth science, physical science) and an elementary science education methods course that are degree requirements for elementary teacher education majors. Presently, students take the courses in variable sequences and at widely scattered times. Too many students fail to appreciate the value of science courses to their future careers as teachers, and when they reach the methods course in the junior year they often retain little of the science content studied earlier. These episodic encounters with science make it difficult for students to learn the content, and to translate their understandings of science into effective, inquiry-based teaching strategies. To encourage integrated understandings of science concepts and pedagogy we will coordinate the science and methods courses in a junior-year science semester. Traditional subject matter boundaries will be crossed to stress shared themes that teachers must understand to teach standards-based elementary science. We will adapt exemplary approaches that support both learning science and learning how to teach science. Students will work collaboratively on multidisciplinary PBL activities that place science concepts in authentic contexts and build learning skills. "Lecture" meetings will be large group active learning sessions that help students understand difficult

  19. Investigating Pre-service Mathematics Teachers’ Geometric Problem Solving Process in Dynamic Geometry Environment

    Deniz Özen


    Full Text Available The aim of this study is to investigate pre-service elementary mathematics teachers’ open geometric problem solving process in a Dynamic Geometry Environment. With its qualitative inquiry based research design employed, the participants of the study are three pre-service teachers from 4th graders of the Department of Elementary Mathematics Teaching. In this study, clinical interviews, screencaptures of the problem solving process in the Cabri Geomery Environment, and worksheets included 2 open geometry problems have been used to collect the data. It has been investigated that all the participants passed through similar recursive phases as construction, exploration, conjecture, validate, and justification in the problem solving process. It has been thought that this study provide a new point of view to curriculum developers, teachers and researchers

  20. Cooperative Learning in Elementary Schools

    Slavin, Robert E.


    Cooperative learning refers to instructional methods in which students work in small groups to help each other learn. Although cooperative learning methods are used for different age groups, they are particularly popular in elementary (primary) schools. This article discusses methods and theoretical perspectives on cooperative learning for the…

  1. Elementary metallography

    Kazem, Sayyed M.


    Materials and Processes 1 (MET 141) is offered to freshmen by the Mechanical Engineering Department at Purdue University. The goal of MET 141 is to broaden the technical background of students who have not had any college science courses. Hence, applied physics, chemistry, and mathematics are included and quantitative problem solving is involved. In the elementary metallography experiment of this course, the objectives are: (1) introduce the vocabulary and establish outlook; (2) make qualitative observations and quantitative measurements; (3) demonstrate the proper use of equipment; and (4) review basic mathematics and science.

  2. Elementary vectors

    Wolstenholme, E Œ


    Elementary Vectors, Third Edition serves as an introductory course in vector analysis and is intended to present the theoretical and application aspects of vectors. The book covers topics that rigorously explain and provide definitions, principles, equations, and methods in vector analysis. Applications of vector methods to simple kinematical and dynamical problems; central forces and orbits; and solutions to geometrical problems are discussed as well. This edition of the text also provides an appendix, intended for students, which the author hopes to bridge the gap between theory and appl

  3. Elementary analysis

    Snell, K S; Langford, W J; Maxwell, E A


    Elementary Analysis, Volume 2 introduces several of the ideas of modern mathematics in a casual manner and provides the practical experience in algebraic and analytic operations that lays a sound foundation of basic skills. This book focuses on the nature of number, algebraic and logical structure, groups, rings, fields, vector spaces, matrices, sequences, limits, functions and inverse functions, complex numbers, and probability. The logical structure of analysis given through the treatment of differentiation and integration, with applications to the trigonometric and logarithmic functions, is

  4. Tell Me About It! How Preservice Teachers Interpret U.S. History

    Lucey, Thomas; Hatch, Doug; Giannangelo, Duane M.


    The design and delivery of programs that prepare social studies teachers to meet the needs of diverse learners should (a) interpret teachers’ understandings of history; (b) clarify and remedy these understandings where necessary; and (c) facilitate their awareness of methods enabling their students’ understandings. This research paper presents the interpretations of five aspects of pre-1877 U.S. history (1492-1877) by early childhood, elementary education, and middle level preservice teachers...

  5. A typological analysis: understanding pre-service teacher beliefs and how they are transformed

    Lloyd, Mary Elizabeth Riley


    This article describes the beliefs and their transformations of members of a cohort of early-childhood, elementary and middle-level pre-service teachers (PSTs) as they professionally develop. A typological analysis of both quantitative and qualitative data collected between August 2011 and May 2013 was utilized to categorize how 40 PSTs' beliefs transformed throughout their formal teacher preparation. Five typologies were identified, showing variation in how PST beliefs transform or remain static.

  6. Getting Help

    ... Parents & Students Home > Special Features > Getting Help Getting Help Resources from NIAAA Treatment for Alcohol Problems: Finding ... and find ways to make a change. Professional help Your doctor. Primary care and mental health practitioners ...

  7. Black, White, and Rainbow [of Desire]: The Colour of Race-Talk of Pre-Service World Language Educators in Boalian Theatre Workshops

    Wooten, Jennifer; Cahnmann-Taylor, Melisa


    This article examines how Boalian Theatre of the Oppressed exercises helped instructors and pre-service teachers navigate the consequences of ventriloquized, racialized discourses in a pre-service world language teacher education classroom. Applying a critical and performative approach, we analyse the mostly White student-actors' varying…

  8. Factors Influencing Science Content Accuracy in Elementary Inquiry Science Lessons

    Nowicki, Barbara L.; Sullivan-Watts, Barbara; Shim, Minsuk K.; Young, Betty; Pockalny, Robert


    Elementary teachers face increasing demands to engage children in authentic science process and argument while simultaneously preparing them with knowledge of science facts, vocabulary, and concepts. This reform is particularly challenging due to concerns that elementary teachers lack adequate science background to teach science accurately. This study examined 81 in-classroom inquiry science lessons for preservice education majors and their cooperating teachers to determine the accuracy of the science content delivered in elementary classrooms. Our results showed that 74 % of experienced teachers and 50 % of student teachers presented science lessons with greater than 90 % accuracy. Eleven of the 81 lessons (9 preservice, 2 cooperating teachers) failed to deliver accurate science content to the class. Science content accuracy was highly correlated with the use of kit-based resources supported with professional development, a preference for teaching science, and grade level. There was no correlation between the accuracy of science content and some common measures of teacher content knowledge (i.e., number of college science courses, science grades, or scores on a general science content test). Our study concluded that when provided with high quality curricular materials and targeted professional development, elementary teachers learn needed science content and present it accurately to their students.

  9. Fostering solidarity and transforming identities: A collaborative approach to elementary science teacher education

    Siry, Christina A.

    This study explores the use of coteaching and cogenerative dialogue in pre-service elementary teacher education, and the ways in which collaborating to share responsibility for learning and teaching can afford the development of solidarity and new teachers' identity transformations. Specifically, the research detailed in this dissertation focuses on learning to teach science in a field-based methods course taught partially on a college campus and partially in an urban elementary school. I used critical ethnography guided by the theoretical frameworks of cultural sociology and the sociology of emotions. The lens of phenomenology provided the contextual aspects of the individual experience, and design experiment was utilized as the research unfolded, affording continual redesign of the work. Issues of identity and group membership are central to this research, and I have explored connections between the emergence of solidarity within a group of teachers and the individual identity transformations supported through a collective sense of belonging. A key component of this study was an analysis of the co-responsibility nurtured through coteaching and cogenerative dialogue, and thus the dialectical relationship between the individual and the collective is critical to this research. At the individual level, I examined identity development, and individual participation in a field-based methods course. At the collective level, I considered the ways that participants form collective identities and group solidarity. Two of the chapters of my dissertation are coauthored with students, as I have sought to dismantle teacher-student hierarchies and replace them with complex relationships supported through polysemic and polyphonic approaches to research. In examining identity and solidarity as they emerged from this approach, I make the following contributions to science teacher education; (1) identify resources and practices in elementary science teaching that surface in a

  10. Implementation and outcomes of inquiry-based learning in mathematics content courses for pre-service teachers

    Laursen, Sandra L.; Hassi, Marja-Liisa; Hough, Sarah


    This mixed-methods study describes classroom characteristics and student outcomes from university mathematics courses that are based in mathematics departments, targeted to future pre-tertiary teachers, and taught with inquiry-based learning (IBL) approaches. The study focused on three two-term sequences taught at two research universities, separately targeting elementary and secondary pre-service teachers. Classroom observation established that the courses were taught with student-centred methods that were comparable to those used in IBL courses for students in mathematics-intensive fields at the same institutions. To measure pre-service teachers' gains in mathematical knowledge for teaching, we administered the Learning Mathematics for Teaching (LMT) instrument developed by Hill, Ball and Schilling for in-service teacher professional development. Results from the LMT show that pre-service teachers made significant score gains from beginning to end of their course, while data from interviews and from surveys of learning gains show that pre-service teachers viewed their gains as relevant to their future teaching work. Measured changes on pre-/post-surveys of attitudes and beliefs were generally supportive of learning mathematics but modest in magnitude. The study is distinctive in applying the LMT to document pre-service teachers' growth in mathematical knowledge for teaching. The study also suggests IBL is an approach well suited to mathematics departments seeking to strengthen their pre-service teacher preparation offerings in ways consistent with research-based recommendations.

  11. How Is My Child Doing?: Preparing Pre-Service Teachers to Engage Parents through Assessment

    Mehlig, Lisa M.; Shumow, Lee


    The aim of this study was to help pre-service teachers develop basic knowledge and skill for partnering with families on assessment-related issues. An assessment class for teacher educators (experimental group) participated in role-playing activities designed to expand their understanding and skill in a way that would help them learn how to…

  12. HELP: Healthy Early Literacy Program

    Rader, Laura A.


    A daily intensive supplemental reading and writing program was developed to assist students who were: 1. identified with a language disability and 2. identified as at-risk for reading failure in an urban elementary school. The purpose of the program was to help these students understand and develop the connection between oral and written language…

  13. "Like, We Don't Want to Be PE Teachers": Preservice Classroom Teachers' Beliefs about Physical Education and Willingness to Incorporate Physical Activity

    Linker, Jenny Mae; Woods, Amelia Mays


    The purpose of this study was to examine preservice elementary classroom teachers' (PCTs) beliefs about physical education and their willingness to incorporate physical activity as they progressed through an undergraduate physical education methods course. This course focused on quality physical education as well as the classroom teacher's role in…

  14. Two Sides of the Same Coin: Preservice Teachers' Dispositions towards Critical Pedagogy and Social Justice Concerns in Rural and Urban Teacher Education Contexts

    Han, Keonghee Tao; Madhuri, Marga; Scull, W. Reed


    This paper describes preservice teachers' (PTs) dispositions toward diversity, social justice education, and critical pedagogy (CP). PTs were enrolled in elementary Literacy Methods courses in two geographic locations, one rural and the other urban. We employed CP (Darder et al. in "Critical pedagogy: an introduction." In: Darder A,…

  15. Examining My Window and Mirror: A Pedagogical Reflection from a White Mathematics Teacher Educator about Her Experiences with Immigrant Latina Pre-Service Teachers

    Kalinec-Craig, Crystal A.


    In this pedagogical reflection, a White mathematics teacher educator describes what she learned from three Latina pre-service teachers who were recent immigrants from Mexico while they completed an elementary mathematics methods course. Using Rochelle Gutierrez's (2012) metaphor of a window and mirror, the author interrogates her own identity and…

  16. A Qualitative Study of Prospective Elementary Teachers' Grasp of Agricultural and Science Educational Benchmarks for Agricultural Technology.

    Trexler, Cary J.; Meischen, Deanna


    Interviews with eight preservice elementary teachers regarding benchmarks related to agricultural technology for food and fiber showed that those from rural areas had more complex understanding of the trade-offs in technology use; urban residents were more concerned with ethical dilemmas. Pesticide pollution was most understood, genetic…

  17. Pre-service Home Economics Teachers’ Attitudes on Selected Aspects of Practical Teaching

    Francka Lovšin Kozina


    Full Text Available This paper presents the results of a study conducted among pre-service home economics teachers from the Faculty of Education of the University of Ljubljana with different levels of practical experience in teaching. The pre-service Home Economics teachers in the 3rd year of their studies had just completed their first class of teaching experience in contrast to the pre-service teachers from the 4th year of their faculty studies, who had conducted more teaching lessons. The results showed that the 4th-year pre-service teachers had fewer doubts and problems concerning the planning and conducting of a lesson. They also statistically significantly agreed that they are sufficiently prepared to teach than the 3rd-year pre-service teachers are. The results showed that the majority of the pre-service teachers agreed that the feedback from their colleagues was helpful for their professional development. The results suggest the importance of practical teaching experience in the context of professional development and the intention to continue a career in education. However, the results also revealed some critical points in the teacher’s development of competency. The results suggest problems related to the application of theoretical knowledge on the children’s development in practice and problems related to classroom management in specific situations.

  18. The efficacy beliefs of preservice science teachers in professional development school and traditional school settings

    Newsome, Demetria Lynn

    Teachers' efficacy beliefs have been shown to correlate positively with to the successful implementation of science reform measures (National Research Council, 1996) and are context specific (Koul & Rubba, 1999). Studies on teacher efficacy in specific contexts have been conducted including the availability of resources and parent support (Tschannen-Moran & Hoy, 2002), classroom management (Emmer & Hickman, 1990; Raudenbush, Rowen, & Cheong, 1992); and institutional climate and behavior of the principal (Hoy & Woolfolk, 1993). The purpose of this study was to compare the science teaching efficacy beliefs of teacher interns prepared in professional development schools with those of student teachers prepared in traditional school settings. Other variables examined included academic level, academic major, and area of science concentration. Preservice science teacher efficacy beliefs were measured using the Science Teaching Efficacy Beliefs Instrument for Preservice Science Teachers, STEBI Form B (Enoch & Riggs, 1990) with demographic information being collected by an accompanying questionnaire. Analyses included scoring the surveys on two scales, Personal Science Teaching Efficacy Beliefs Scale and the Outcome Expectancy Scale, calculating descriptive statistics, as well as performing MANOVAS and correlations. Results indicate that preservice science teachers working in professional development schools exhibit higher personal science teaching efficacy beliefs. This finding corroborates previous studies on the efficacy beliefs of preservice teachers working in PDS schools (Long, 1996; Sandholtz & Dadlez, 2000). Results also show a strong correlation between the personal science teaching efficacy beliefs and the setting where student teaching takes place. In addition, significant differences were found in the personal science teaching efficacy beliefs between elementary education majors and science majors, science education majors, and secondary education majors

  19. Addressing pre-service teachers' understandings and difficulties with some core concepts in the special theory of relativity

    Selcuk, Gamze Sezgin


    The aim of this study is to investigate pre-service teachers' understanding of and difficulties with some core concepts in the special theory of relativity. The pre-service teachers (n = 185) from the Departments of Physics Education and Elementary Science Education at Dokuz Eylul University (in Turkey) participated. Both quantitative and qualitative research methods were used in this study. Students' understanding of and difficulties with core elements (time, length, mass and density) were tested using a paper-and-pencil questionnaire (including four questions) and in-depth interviews after the instruction of related modern physics topics. The analyses of the collected data were based on quantitative and qualitative techniques. The results indicate that pre-service teachers at different academic levels have specific and considerable difficulties with proper time, time dilation, proper length, mass and relativistic density concepts. In this paper, the conclusions of the study and implications for physics teaching are discussed.

  20. Pre-service teachers’ blog reflections: Illuminating their growth and development

    Rubén Garza


    Full Text Available Blogging, a mode of electronic journaling, has been identified as an effective means to help pre-service teachers to construct meaning about their experiences. The purpose of this study was to examine pre-service teachers’ reflections about their praxis through blogging and to describe the nature of their growth and development. The use of reflective writing through blogging helped to identify three themes that emerged from the data: (1 validation, (2 prescriptive, and (3 self-assessment. Our findings suggest that blogging facilitated a community of learners that provided support and encouragement. Pre-service teachers’ reflections revealed a focus on the mechanistic aspects of teaching without critically examining the nature of what was observed. However, our findings also suggest that structuring reflective thinking through blogging has the potential to foster a nascent understanding about teaching and learning.

  1. Power dynamics and questioning in elementary science lessons

    Reinsvold, Lori Ann

    Discourse interactions between a teacher and students in an inquiry-based fourth-grade science classroom were analyzed to investigate how power dynamics and questioning strategies within elementary science lessons help support students in building their science understanding. Five inquiry-based classroom sessions were observed; verbal interactions were audio- and video-recorded. Research data consisted of observation transcripts, teacher interviews, student work, and instructional materials. Analyses were conducted on the frequencies of utterances, participation roles, power categories, and questioning categories. Results revealed that when students used more frequent power, (a) no significant differences were noted between frequencies of teacher and student talk, (b) the teacher posed more questions than did the students, and (c) students explained what they knew and asked questions to clarify their understanding. When the teacher used more frequent power, she asked questions to provide students opportunities to negotiate investigative processes and explain what they knew and how they knew it. Evidence of student understanding of the science concepts was found in how students used subject matter to discuss what they knew and how they knew it. Pre-service and in-service teachers should be encouraged to consider how their use of power and questioning strategies can engage students to reflect on how they build understanding of science concepts. Teachers can use Professional Learning Communities to reflect on how their practice engages students. Future research should be employed to observe classrooms across an entire school year to determine how power and questioning dynamics flow among students and teachers and change over time. Research can also be used to understand the influence of gender and culture on power and questioning dynamics in classroom settings.

  2. Pre-service Teacher Extraneous Cognitive Load in the Pedagogical Content and Knowledge of Solar System Course

    Permana, I.; Redjeki, S.; Hamidah, I.; Safitri, N.


    This study reported the student’s Extraneous Cognitive Load (ECL) in the Pedagogical Content and Knowledge of solar system Course. Participants in the study were 31 pre-service elementary school teachers from the university in Bogor Indonesia. The data collected from ECL were obtained using a Likert 4-scale questionnaire and interview. After taking lectures, we asked for some mental effort from pre-service elementary school teachers to attend courses in order to assess the ECL. The courses include 3 topics and they were non-experimental worksheet, developing experimental worksheet using Vee Diagram framework, and analysis for curriculum by grade IV, V and VI. Results of the data analysis showed that the course strategy resulted by ECL was relatively low. The ECL increased in the course of curriculum analysis due to material complexity.

  3. Elementary Mathematics Leaders

    Fennell, Francis; Kobett, Beth McCord; Wray, Jonathan A.


    Elementary school mathematics leaders often come to the realization that their position, however titled and determined, although dedicated to addressing needs in math teaching and learning, also entails and directly involves leadership. Elementary school math specialists/instructional leaders (referenced here as elementary mathematics leaders, or…

  4. Search Help

    Guidance and search help resource listing examples of common queries that can be used in the Google Search Appliance search request, including examples of special characters, or query term seperators that Google Search Appliance recognizes.

  5. Pre-Service Students' Perceptions and Experiences of Digital Storytelling in Diverse Classrooms

    Condy, Janet; Chigona, Agnes; Gachago, Daniela; Ivala, Eunice; Chigona, Agnes


    The purpose of this paper is to analyse an innovative teaching and learning practice in which pre-service student teachers at the CPUT used digital stories to reflect on their experiences of diversity in their classroom. Managing diverse classrooms is one of the main challenges for all teachers. Digital storytelling can help manage such…

  6. The Effects of Dynamic Geometry Software and Physical Manipulatives on Pre-Service Primary Teachers’ Van Hiele Levels and Spatial Abilities

    Fatih Karakuş


    Full Text Available The purpose of the study was to compare the influence of dynamic geometry software activities and influence of the physical manipulatives and drawing activities on the spatial ability and van Hiele levels of pre-service primary school teachers in a geometry course. A quasi-experimental statistical design was used in the study. The participants were 61 pre-service primary teachers in the second year of their undergraduate program in the Department of Elementary Education at Afyon Kocatepe University. A total of 32 pre-service teachers (computer group were trained in the dynamic geometry based activities and 29 pre-service teachers (physical-drawing group were trained in the physical manipulative and drawing based activities. In order to determine the two groups of the pre-service teachers’ geometric thinking levels, the van Hiele Geometry Test and in order to determine the two groups of the pre-service teachers’ spatial ability, The Purdue Spatial Visualization Test was used as the pre-test and post-test. The results of the study showed that there was no difference on the post-test of the two groups related to the van Hiele levels and spatial abilities. Moreover, both groups have significantly higher achievement on the post-test compared to the pre-test.

  7. Minority Pre-service Teachers' and Faculty Training on Climate Change Education in Delaware State University

    Ozbay, G.; Fox-Lykens, R.; Veron, D. E.; Rogers, M.; Merrill, J.; Harcourt, P.; Mead, H.


    Delaware State University is working toward infusing undergraduate education with climate change science and enhancing the climate change learning content of pre-service teacher preparation programs as part of the MADE-CLEAR project ( Faculty development workshops have been conducted to prepare and educate a cadre of faculty from different disciplines in global climate science literacy. Following the workshops, the faculty participants have integrated climate literacy tenets into their existing curriculum. Follow up meetings have helped the faculty members to use specific content in their curriculum such as greenhouse gases, atmospheric CO2, sea level rise, etc. Additional training provided to the faculty participants in pedagogical methods of climate change instruction to identify common misconceptions and barriers to student understanding. Some pre-service teachers were engaged in summer internships and learned how to become messenger of climate change science by the state parks staff during the summer. Workshops were offered to other pre-service teachers to teach them specific climate change topics with enhanced hands-on laboratory activities. The participants were provided examples of lesson plans and guided to develop their own lesson plans and present them. Various pedagogical methods have been explored for teaching climate change content to the participants. The pre-service teachers found the climate content very challenging and confusing. Training activities were modified to focus on targeted topics and modeling of pedagogical techniques for the faculty and pre-service teachers. Program evaluation confirms that the workshop participant show improved understanding of the workshop materials by the participants if they were introduced few climate topics. Learning how to use hands-on learning tools and preparing lesson plans are two of the challenges successfully implemented by the pre-service teachers. Our next activity includes pre-service

  8. Elementary Algebra + Student-Written Web Illustrations = Math Mastery.

    Veteto, Bette R.

    This project focuses on the construction and use of a student-made elementary algebra tutorial World Wide Web page at the University of Memphis (Tennessee), how this helps students further explore the topics studied in elementary algebra, and how students can publish their work on the class Web page for use by other students. Practical,…

  9. Sheaves in Elementary Mathematics: The case of positive integer numbers

    Luna-Torres, Joaquin


    We aim to use the concept of sheaf to establish a link between certain aspects of the set of positive integers numbers, a topic corresponding to the elementary mathematics, and some fundamental ideas of contemporary mathematics. We hope that this type of approach helps the school students to restate some problems of elementary mathematics in an environment deeper and suitable for its study.

  10. Perceptions of Future and Current Teachers on the Organization of Elementary Schools: A Dissonance Approach to the Investigation of Job Satisfaction.

    Menon, Maria E.; Christou, Constantinos


    Factor analysis of data from 66 inservice and 79 preservice elementary teachers in Cyprus revealed that future teachers had lower satisfaction with the headmaster's role, school organization, and school climate. Satisfaction with teacher incentives and work conditions was lower for inservice teachers. (Contains 20 references.) (SK)

  11. Effective Communication between Preservice and Cooperating Teachers

    Lawley, Ji Ji; Moore, Jenifer; Smajic, Almir


    This article reviews research on communication between preservice and cooperating teachers during a teacher internship. The research reveals that poor communication between preservice teachers and cooperating teachers can cause barriers to planning lessons, feedback, and teaching experiences. Additionally, research indicates that…

  12. Preservice Teachers' Perceptions of Challenging Behavior

    Butler, Anne; Monda-Amaya, Lisa


    Challenging behavior can have adverse effects on both students and teachers, and preservice teachers often report feeling ill prepared to manage this behavior. The purpose of this study was to examine (a) preservice teacher perceptions of student and teacher behavior during scenarios of challenging behavior, (b) alternative solutions or strategies…

  13. Preservice Agricultural Education Teachers' Mathematics Ability

    Stripling, Christopher T.; Roberts, T. Grady


    The purpose of this study was to examine the mathematics ability of the nation's preservice agricultural education teachers. Based on the results of this study, preservice teachers were not proficient in solving agricultural mathematics problems, and agricultural teacher education programs require basic and intermediate mathematics as their…

  14. Marginalizing TESOL: Preservice Teacher Training in Arizona

    Diniz de Figueiredo, Eduardo H.; Hammill, Matthew J.; Fredricks, Daisy E.


    This pilot study investigated the attitudes of preservice teachers at a major university in Arizona concerning the Structured English Immersion (SEI) program that is now being used with English language learners (ELLs). Using a survey, we examined how preservice teachers feel about potentially working with ELLs in this SEI context. We focused on…

  15. Preservice Science Teachers' Beliefs about Astronomy Concepts

    Ozkan, Gulbin; Akcay, Hakan


    The purpose of this study was to investigate preservice science teachers' conceptual understanding of astronomy concepts. Qualitative research methods were used. The sample consists of 118 preservice science teachers (40 freshmen, 31 sophomores, and 47 juniors). The data were collected with Astronomy Conceptual Questionnaire (ACQ) that includes 13…

  16. Preservice Science Teachers' Attitudes toward Environment

    Koc, Isil; Kuvac, Meltem


    The purpose of this study was to determine preservice science teachers' attitudes toward environment and to investigate whether their environmental attitudes differ in terms of gender and grade level. A total of 197 preservice science teachers participated in the study. Personal Information Form and the Environmental Attitudes Inventory (EAI)…

  17. Developing Pre-service Teachers' Technology Integration ...

    Developing Pre-service Teachers' Technology Integration Competencies in Science and Mathematics Teaching: Experiences from Tanzania and Uganda. ... This study investigated the ICT integration practices in pre-service teacher education in the School of Education at Makerere University (College of Education and ...

  18. Preservice Secondary Mathematics Teachers' Knowledge of Students

    Kilic, Hulya


    The aim of this paper is to present the nature of preservice secondary mathematics teachers' knowledge of students as emerged from a study investigating the development of their pedagogical content knowledge in a methods course and its associated field experience. Six preservice teachers participated in the study and the data were collected in the…

  19. Prioritizing Elementary School Writing Instruction: Cultivating Middle School Readiness for Students with Learning Disabilities

    Ciullo, Stephen; Mason, Linda


    Helping elementary students with learning disabilities (LD) prepare for the rigor of middle school writing is an instructional priority. Fortunately, several standards-based skills in upper elementary school and middle school overlap. Teachers in upper elementary grades, specifically fourth and fifth grades, have the opportunity to provide…

  20. Elementary particle theory

    Marciano, W.J.


    The present state of the art in elementary particle theory is reviewed. Topics include quantum electrodynamics, weak interactions, electroweak unification, quantum chromodynamics, and grand unified theories. 113 references

  1. Construction of teacher knowledge in context: Preparing elementary teachers to teach mathematics and science

    Lowery, Maye Norene Vail


    The purposes of this study were to further the understanding of how preservice teacher construct teacher knowledge and pedagogical content knowledge of elementary mathematics and science and to determine the extent of that knowledge in a school-based setting. Preservice teachers, university instructors, inservice teachers, and other school personnel were involved in this context-specific study. Evidence of the preservice teachers' knowledge construction (its acquisition, its dimensions, and the social context) was collected through the use of a qualitative methodology. Collected data included individual and group interviews, course documents, artifacts, and preservice teaching portfolios. Innovative aspects of this integrated mathematics and science elementary methods course included standards-based instruction with immediate access to field experiences. Grade-level teams of preservice and inservice teachers planned and implemented lessons in mathematics and science for elementary students. An on-site, portable classroom building served as a mathematics and science teaching and learning laboratory. A four-stage analysis was performed, revealing significant patterns of learning. An ecosystem of learning within a constructivist learning environment was identified to contain three systems: the university system; the school system; and the cohort of learners system. A mega system for the construction of teacher knowledge was revealed in the final analysis. Learning venues were discovered to be the conduits of learning in a situated learning context. Analysis and synthesis of data revealed an extensive acquisition of teacher knowledge and pedagogical content knowledge through identified learning components. Patience, flexibility, and communication were identified as necessities for successful teaching. Learning components included: collaboration with inservice teachers; implementation of discovery learning and hands-on/minds-on learning; small groupwork; lesson planning

  2. The impact of a STS/Constructivist learning approach on the beliefs and attitudes of preservice science teachers

    Akcay, Hakan

    The purpose of this study was to determine the impact of an Science-Technology-Society (STS) course for preservice science teachers. The course was designed to change not only preservice science teachers' attitudes toward science, scientists and science courses, but also the awareness and use of STS/Constructivist approaches in teaching. It also focuses on changes in preservice science teachers regarding the effectiveness of an STS/Constructivist learning environment. Both qualitative and quantitative research methods were used with and a one-group pretest-posttest design. The instruments were administered to the preservice science teachers at the beginning of the semester as pre-tests and again at the end of the semester as post-tests. Data gathered from pre- and post-administration were analyzed for each of the instruments that provide answers to the research questions. The sample consists of forty-one pre-service science teachers who were enrolled in the Societal & Educational Applications of Biological Concepts course during the spring semester of the 2004 and 2005 academic years at the University of Iowa. The major findings for the study include the following: (1) Preservice science teachers showed significantly growth over the semester in their perceptions concerning STS/Constructivism, beliefs about science teaching and learning, and attitudes toward science and technology, and their implications for society. These significant changes were not affected by gender nor grade (elementary vs secondary) level. (2) Preservice science teachers gain in understanding of how students learn with STS/Constructivist approaches. They also increased their use of STS/Constructivist approaches which were developed and applied to teaching science for all students. (3) Preservice science teachers showed statistically significant growth toward an STS/Constructivist philosophy of science teaching and learning in terms of student actions in the classroom, as well as their

  3. A cultural historical activity theory perspective to understand preservice science teachers' reflections on and tensions during a microteaching experience

    Sezen-Barrie, Asli; Tran, Minh-Dan; McDonald, Scott P.; Kelly, Gregory J.


    This study draws from cultural historical activity theory (CHAT) to analyze preservice teachers' reflections on a microteaching activity. Microteaching activities involved preservice educators teaching middle school students from local schools. The study was conducted with 23 preservice teachers enrolled in a large university's teacher education program. During this secondary science teaching methods course, every pair of preservice teachers engaged in 20 minute microteaching activity with 3-5 middle school students. The microteaching was videotaped, and the teachers subsequently provided voice-over reflections on a second audio track. Transcriptions of the microteaching events were analyzed through the formation of event maps showing the phases of activity and the organizational sequence of actions. Event maps were used to investigate the focus of preservice teachers' reflections. The results showed that while learning from their microteaching, preservice teachers focused primarily on the mediating artifacts and gave least attention to the larger teaching community surrounding these activities. Use of CHAT helped to identify challenges in different elements of the microteaching activity. The study contributes to how reflective practice can be enhanced through attention to the social and cultural dimensions of the teaching.

  4. Elementary Modeling: Connecting Counting with Sharing

    Wickstrom, Megan H.; Aytes, Tracy


    Mathematical modeling is an important and accessible process for elementary school students because it allows them to use mathematics to engage with the world and consider if and when to use it to help them reason about a situation. It fosters productive struggle and twenty-first-century skills that will aid them throughout their lifetime.

  5. Tackling World Hunger in an Elementary School.

    Donnan, Caroline S.


    Describes a program, developed in a small Vermont elementary school, that centered on world hunger and global awareness by involving students in helping stop food waste during lunch. Community members and businesses pledged money as an incentive for stopping waste, and the money raised went to UNICEF. (MD)

  6. Play Therapy Practices among Elementary School Counselors

    Ray, Dee C.; Armstrong, Stephen A.; Warren, E. Scott; Balkin, Richard S.


    When elementary school counselors have a solid developmental understanding of children, play therapy might be one counseling intervention that they use with their students. Landreth (2002) has promoted the use of play therapy in schools by explaining that its objective is to help children get ready to profit from what teachers have to offer. Play…

  7. Facilitating an Elementary Engineering Design Process Module

    Hill-Cunningham, P. Renee; Mott, Michael S.; Hunt, Anna-Blair


    STEM education in elementary school is guided by the understanding that engineering represents the application of science and math concepts to make life better for people. The Engineering Design Process (EDP) guides the application of creative solutions to problems. Helping teachers understand how to apply the EDP to create lessons develops a…

  8. Discovering Technology in the Elementary School Classroom.

    Peterson, Richard E.


    Presents one approach to developing a technology-based curriculum for the elementary school. Three models are examined which help establish a curriculum structure: (1) curriculum content structure; (2) five dimensions of the study of technology; and (3) curriculum webbing/sunburst technique. (CT)

  9. Elementary Environmental Activities.

    Larson, Robert J.

    This guide presents suggestions for field trips, out-of-doors activities, material for centers, and individualized activities in the teaching of elementary school science and particularly environmental education at the elementary level. The guide includes a section on preparation and procedures for conducting field trips, including sample…

  10. Departmentalize Elementary Schools

    Chan, Tak Cheung; Jarman, Delbert


    In elementary schools today, most students receive their education in a single classroom from one teacher who is responsible for teaching language arts, social studies, math, and science. The self-contained classroom organization is predicated on the assumption that an elementary school teacher is a Jack (or Jill)-of-all-trades who is equally…

  11. 10 Ways to Help Your Child Succeed in Elementary School

    ... them develop a sense of responsibility and a work ethic that will benefit them beyond the classroom. In ... board meetings joining the school's parent-teacher group working as ... your schedule. Even giving a few hours during the school year can make an impression ...

  12. Preservice Secondary Mathematics Teachers’ Knowledge of Students

    Kılıç, Hülya


    The aim of this paper is to present the nature of preservice secondary mathematics teachers’ knowledge of students as emerged from a study investigating the development of their pedagogical content knowledge in a methods course and its associated field experience. Six preservice teachers participated in the study and the data were collected in the forms of observations, interviews and written documents. Knowledge of students is defined as teachers’ knowledge of what mathematical concepts are ...

  13. Prospective elementary teachers' conceptions of multidigit number: exemplifying a replication framework for mathematics education

    Jacobson, Erik; Simpson, Amber


    Replication studies play a critical role in scientific accumulation of knowledge, yet replication studies in mathematics education are rare. In this study, the authors replicated Thanheiser's (Educational Studies in Mathematics 75:241-251, 2010) study of prospective elementary teachers' conceptions of multidigit number and examined the main claim that most elementary pre-service teachers think about digits incorrectly at least some of the time. Results indicated no statistically significant difference in the distribution of conceptions between the original and replication samples and, moreover, no statistically significant differences in the distribution of sub-conceptions among prospective teachers with the most common conception. These results suggest confidence is warranted both in the generality of the main claim and in the utility of the conceptions framework for describing prospective elementary teachers' conceptions of multidigit number. The report further contributes a framework for replication of mathematics education research adapted from the field of psychology.

  14. Olympiads for Elementary Schools.

    Lenchner, George


    The goals and history of the Mathematical Olympiads for Elementary Schools are described. Teams, levels, and gender are discussed, as well as teacher training, administration, scoring, and awards. Sample problems are included. (MNS)

  15. Literary and Personal Criticism for Preservice Teachers: A Pedagogical Imperative.

    Roberts, Sherron Killingsworth


    Provides a theoretical framework for designing a children's literature course that requires preservice teachers to critically analyze literature in ways that are personally meaningful. Suggests how preservice teachers can read children's literature intensively rather than extensively. (PA)

  16. Exploring pre-service science teachers' pedagogical capacity for formative assessment through analyses of student answers

    Aydeniz, Mehmet; Dogan, Alev


    Background: There has been an increasing emphasis on empowering pre-service and in-service science teachers to attend student reasoning and use formative assessments to guide student learning in recent years. Purpose: The purpose of this study was to explore pre-service science teachers' pedagogical capacity for formative assessment. Sample: This study took place in Turkey. The participants include 53 pre-service science teachers in their final year of schooling. All but two of the participants are female. Design and methods: We used a mixed-methods methodology in pursing this inquiry. Participants analyzed 28 responses to seven two-tiered questions given by four students of different ability levels. We explored their ability to identify the strengths and weaknesses in students' answers. We paid particular attention to the things that the pre-service science teachers noticed in students' explanations, the types of inferences they made about students' conceptual understanding, and the affordances of pedagogical decisions they made. Results: The results show that the majority of participants made an evaluative judgment (i.e. the answer is correct or incorrect) in their analyses of students' answers. Similarly, the majority of the participants recognized the type of mistake that the students made. However, they failed to successfully elaborate on fallacies, limitations, or strengths in student reasoning. We also asked the participants to make pedagogical decisions related to what needs to be done next in order to help the students to achieve academic objectives. Results show that 8% of the recommended instructional strategies were of no affordance, 64% of low-affordance, and 28% were of high affordance in terms of helping students achieve the academic objectives. Conclusion: If our goal is to improve pre-service science teachers' noticing skills, and the affordance of feedback that they provide, engaging them in activities that asks them to attend to students' ideas

  17. Lifelong Learning Theory and Pre-Service Teachers' Development of Knowledge and Dispositions to Work with Australian Aboriginal Students

    Bennet, Maria; Moriarty, Beverley


    This article draws on previous research by the authors and others as well as lifelong learning theory to argue the case for providing pre-service teachers with deep and meaningful experiences over time that help them to build their personal capacity for developing knowledge and dispositions to work with Australian Aboriginal students, their…

  18. More than Social Media: Using Twitter with Preservice Teachers as a Means of Reflection and Engagement in Communities of Practice

    Benko, Susanna L.; Guise, Megan; Earl, Casey E.; Gill, Witny


    English teacher education programs often look for ways to help preservice teachers engage in critical reflection, participate in communities of practice, and write for authentic audiences in order to be able to teach in the 21st century. In this article, the authors describe how they used Twitter to provide opportunities for reflection and…

  19. Engaging Pre-Service Teachers to Teach Science Contextually with Scientific Approach Instructional Video

    Susantini, E.; Kurniasari, I.; Fauziah, A. N. M.; Prastowo, T.; Kholiq, A.; Rosdiana, L.


    Contextual teaching and learning/CTL presents new concepts in real-life experiences and situations where students can find out the meaningful relationship between abstract ideas and practical applications. Implementing contextual teaching by using scientific approach will foster teachers to find the constructive ways of delivering and organizing science content. This research developed an instructional video that represented a modeling of using a scientific approach in CTL. The aim of this research are to engage pre-service teachers in learning how to teach CTL and to show how pre-service teachers’ responses about learning how to teach CTL using an instructional video. The subjects of this research were ten pre-service teachers in Department of Natural Sciences, Universitas Negeri Surabaya, Indonesia. All subjects observed the instructional video which demonstrated contextual teaching and learning combined with the scientific approach as they completed a worksheet to analyze the video content. The results showed that pre-service teachers could learn to teach contextually as well as applying the scientific approach in science classroom through a modeling in the instructional video. They also responded that the instructional video could help them to learn to teach each component contextual teaching as well as scientific approach.

  20. Where Do I Look? Preservice Teachers' Classroom Observation Patterns

    Young, Teresa; Bender-Slack, Delane


    During field experiences, preservice teachers are typically required to observe mentor teachers in schools, but what exactly are they seeing? This research examined the patterns and variations that existed with regard to preservice teachers' classroom observations during recent field experiences. Data were collected from 24 preservice teachers…

  1. Preparing Preservice Teachers to Incorporate Geospatial Technologies in Geography Teaching

    Harte, Wendy


    This study evaluated the efficacy of geospatial technology (GT) learning experiences in two geography curriculum courses to determine their effectiveness for developing preservice teacher confidence and preparing preservice teachers to incorporate GT in their teaching practices. Surveys were used to collect data from preservice teachers at three…

  2. Preservice Teachers’ Conceptual and Procedural Knowledge of Fraction

    Lin, Cheng-Yao; Becker, Jerry; Byun, Mi-Ran; Yang, Der-Ching; Huang, Tsai-Wei


    This study examined (a) the differences in preservice teachers’ procedural knowledge in four areas of fraction operations in Taiwan and the United States, (b) the differences in preservice teachers’ conceptual knowledge in four areas of fraction operations in Taiwan and the United States, and (c) correlation in preservice teachers’ conceptual…

  3. Pre-Service Science and Mathematics Teachers' Thoughts about Technology

    Aran, Özge Can; Derman, Ipek; Yagci, Esed


    This study aims to investigate pre-service teachers' opinions about the technology. In this respect, the opinions of pre-service science and mathematics teachers were taken. The study was carried out at a university, located in the capital of Turkey. The data were collected from 20 pre-service teachers in the department of secondary school science…

  4. Preservice Teachers' Belief Systems toward Curricular Outcomes for Physical Education

    Kulinna, Pamela Hodges; Brusseau, Timothy; Ferry, Matthew; Cothran, Donetta


    This study was grounded in the belief systems and physical activity literature and investigated preservice teachers' belief systems toward curricular outcomes for physical education programs. Preservice teachers (N = 486; men = 62%, women = 38%) from 18 U.S. colleges/universities shared their beliefs about curricular outcomes. Preservice teachers…

  5. The effect of science demonstrations as a community service activity on pre-service science teachers' teaching practices

    Gurel, Derya Kaltakci


    In the scope of this study, pre-service science teachers (PSST) developed and carried out science demonstrations with everyday materials for elementary school students as a community service activity. 17 PSST enrolled in the community services practices course at Kocaeli University comprised the sample of the present study. Community service practices aim to develop consciousness of social responsibility and professional skills, as well as to gain awareness of social and community problems and find solutions for pre-service teachers. With this aim, each PSST developed five science demonstration activities and their brochures during a semester. At the end of the semester, a total of 85 demonstrations were carried out at public elementary schools, which are especially located in socioeconomically poor districts of Kocaeli, Turkey. In the present case study, the effect of developing and carrying out science demonstrations for elementary school students on six of the PSST' teaching practices on density and buoyancy concept was investigated. 30-minute interviews conducted with each PSST, videos recorded during their demonstration performances, brochures they prepared for their demonstration activities, and reflection papers were used as data collection tools of the study. The results showed that community service practices with science demonstrations had positive effects on PSST' science content knowledge and pedagogical content knowledge.

  6. Pre-Service Mathematics Teachers’ Problem Solving Processes with Geometer’s Sketchpad: Mirror Problem

    ÖÇAL, Mehmet Fatih; ŞİMŞEK, Mertkan


    Problem solving skill is the core of mathematics education and its importance cannot be denied. This study specifically examined 56 freshmen pre-service mathematics teachers’ problem solving processes on a specific problem with the help of Geometer’s Sketchpad (GSP). They were grouped into two-person teams to solve a problem called "the mirror problem". They were expected to solve it by means of GSP. According to their works on GSP and related reflections, there appeared two differe...

  7. Targeting Transfer in a STELLAR PBL Course for Pre-Service Teachers

    Hmelo-Silver, Cindy E.; Derry, Sharon J.; Bitterman, Alan; Hatrak, Natalie


    Helping students in the professions apply conceptual ideas to the problems of practice is a key goal of problem-based learning (PBL). Because PBL is organized around small, collaborative groups, scaling up PBL to large, heterogeneous classes poses significant challenges for implementation. This study presents a hybrid model that mixes online and face-to-face PBL. The STELLAR system was developed to support online and hybrid PBL courses for pre-service teachers. It allows PBL to be implemented...

  8. First-year Pre-service Teachers in Taiwan—Do they enter the teacher program with satisfactory scientific literacy and attitudes toward science?

    Chin, Chi-Chin


    Scientific literacy and attitudes toward science play an important role in human daily lives. The purpose of this study was to investigate whether first-year pre-service teachers in colleges in Taiwan have a satisfactory level of scientific literacy. The domains of scientific literacy selected in this study include: (1) science content; (2) the interaction between science, technology and society (STS); (3) the nature of science; and (4) attitudes toward science. In this study, the instruments used were Chinese translations of the Test of Basic Scientific Literacy (TBSL) and the Test of Science-related Attitudes. Elementary education majors (n = 141) and science education majors (n = 138) from four teachers’ colleges responded to these instruments. The statistical results from the tests revealed that, in general, the basic scientific literacy of first-year pre-service teachers was at a satisfactory level. Of the six scales covered in this study, the pre-service teachers displayed the highest literacy in health science, STS, and life science. Literacy in the areas of the nature of science and earth science was rated lowest. The results also showed that science education majors scored significantly higher in physical science, life science, nature of science, science content, and the TBSL than elementary science majors. Males performed better than females in earth science, life science, science content, and the TBSL. Next, elementary education majors responded with more “don’t know” responses than science education majors. In general, the pre-service teachers were moderately positive in terms of attitudes toward science while science education majors had more positive attitudes toward science. There was no significant difference in attitudes between genders. Previous experience in science indicated more positive attitudes toward science. The results from stepwise regression revealed that STS, the nature of science, and attitudes toward science could explain 50

  9. Alignment of Content and Pedagogy in an Earth Systems Course for Pre-Service Middle School Teachers

    Cole, T.; Teed, R.; Slattery, W.


    In 2003 the Ohio Department of Education developed the Ohio K-12 Science Content Standards. These new science standards substantially tracked the goals and objectives of The National Research Council's National Science Education Standards. The Ohio K-12 Science Content Standards followed the National Standards in the content areas of Physical Science, Life Science and Earth and Space Science. At the same time, the state's K-12 schools were gearing up for a new high school graduation requirement, the successful passing of a high-stakes Ohio Graduation Test, given during a student's tenth grade year. Earth and Space science questions make up approximately one third of the science test items. To make it more likely that teachers have the requisite science content knowledge Ohio has recently changed from certification of K-12 teachers to a more content rich licensure standard. This new licensure requirement splits the older certification designation of K-8 into the elementary and middle school licensure areas. Under the new licensure requirements middle school licensure candidates wishing to earn a science concentration now have to take 15 semester hours of content class work in Science. The Ohio Department of Education has strongly suggested that teacher preparation institutions develop new courses for middle school educators in all four areas of concentration, including science. In response to this call for new courses science education faculty in all science areas worked together to develop a comprehensive suite of courses that would target the science content standards guidelines in the state and national standards. The newly developed Earth and Space science course is titled Earth Systems. The course carries 4.5quarter hours of credit and is intended expressly for pre-service middle school (grades 4- 9) science teachers. The content is structured around three modules of study that are designed to develop interdisciplinary science content within the context of past

  10. An excursion through elementary mathematics

    Caminha Muniz Neto, Antonio


    This book provides a comprehensive, in-depth overview of elementary mathematics as explored in Mathematical Olympiads around the world. It expands on topics usually encountered in high school and could even be used as preparation for a first-semester undergraduate course. This first volume covers Real Numbers, Functions, Real Analysis, Systems of Equations, Limits and Derivatives, and much more. As part of a collection, the book differs from other publications in this field by not being a mere selection of questions or a set of tips and tricks that applies to specific problems. It starts from the most basic theoretical principles, without being either too general or too axiomatic. Examples and problems are discussed only if they are helpful as applications of the theory. Propositions are proved in detail and subsequently applied to Olympic problems or to other problems at the Olympic level. The book also explores some of the hardest problems presented at National and International Mathematics Olympiads, as we...

  11. An excursion through elementary mathematics

    Caminha Muniz Neto, Antonio

    This book provides a comprehensive, in-depth overview of elementary mathematics as explored in Mathematical Olympiads around the world. It expands on topics usually encountered in high school and could even be used as preparation for a first-semester undergraduate course. This first volume covers Real Numbers, Functions, Real Analysis, Systems of Equations, Limits and Derivatives, and much more. As part of a collection, the book differs from other publications in this field by not being a mere selection of questions or a set of tips and tricks that applies to specific problems. It starts from the most basic theoretical principles, without being either too general or too axiomatic. Examples and problems are discussed only if they are helpful as applications of the theory. Propositions are proved in detail and subsequently applied to Olympic problems or to other problems at the Olympic level. The book also explores some of the hardest problems presented at National and International Mathematics Olympiads, as we...

  12. The role of physical activity in pre-service teachers’ subjective vitality

    Abdullah Bora Özkara


    Full Text Available Background: In the present study, subjective vitality considered to be one of the contributions provided by participation in physical activity is examined on a sample of pre-service teachers. When teachers who are important part of education system are healthy and fit, it will help to build future generations. Materials: The research was conducted in the city of Trabzon, located in the northeastern region of Turkey. The sample of the study is composed of 328 last grade pre-service teachers (133 women, 195 men, age: 23.14 ± 2.62 studying at Karadeniz Technical University in the academic year of 2015-2016. Data was collected through Childhood and Adolescence Physical Activity Levels Questionnaire, Subjective Vitality Scale, and a personal information form asking for information about gender, doing sports as a certified sportsman/woman and department. Results: The research results yielded a significant difference between subjective vitality levels of those who do sports as a certified sportsman/woman and those who do not, and between pre-service teachers of physical education and those of other departments (p<0,01. There was also a positive and low-level significant relationship between subjective vitality and physical activity experiences of pre-service teachers (r= .23; p<0.01. However, subjective vitality did not differ significantly by gender. Conclusions: The research results seem to support other studies that reveal social and psychological contributions provided by participation in physical activity. Therefore, participation in physical activity seems to have positive effects on the subjective vitality of pre-service teachers.

  13. Is an elementary particle really: (i) a particle? (ii) elementary?

    First page Back Continue Last page Overview Graphics. Is an elementary particle really: (i) a particle? (ii) elementary? Over centuries, naïve notions about this have turned out incorrect. Particles are not really pointlike. The word elementary is not necessarily well-defined. Notes:

  14. Elementary Thermal Operations

    Lostaglio, Matteo; Alhambra, Álvaro M.; Perry, Christopher


    To what extent do thermodynamic resource theories capture physically relevant constraints? Inspired by quantum computation, we define a set of elementary thermodynamic gates that only act on 2 energy levels of a system at a time. We show that this theory is well reproduced by a Jaynes-Cummings in......To what extent do thermodynamic resource theories capture physically relevant constraints? Inspired by quantum computation, we define a set of elementary thermodynamic gates that only act on 2 energy levels of a system at a time. We show that this theory is well reproduced by a Jaynes...

  15. Elementary excitations in nuclei

    Lemmer, R.H.


    The role of elementary quasi-particle and quasi-hole excitations is reviewed in connection with the analysis of data involving high-lying nuclear states. This article includes discussions on: (i) single quasi-hole excitations in pick-up reactions, (ii) the formation of single quasi-hole and quasi-particle excitations (in different nuclei) during transfer reactions, followed by (iii) quasi-particle quasi-hole excitations in the same nucleus that are produced by photon absorption. Finally, the question of photon absorption in the vicinity of the elementary Δ resonance is discussed, where nucleonic as well as nuclear degrees of freedom can be excited

  16. Elementary topology problem textbook

    Viro, O Ya; Netsvetaev, N Yu; Kharlamov, V M


    This textbook on elementary topology contains a detailed introduction to general topology and an introduction to algebraic topology via its most classical and elementary segment centered at the notions of fundamental group and covering space. The book is tailored for the reader who is determined to work actively. The proofs of theorems are separated from their formulations and are gathered at the end of each chapter. This makes the book look like a pure problem book and encourages the reader to think through each formulation. A reader who prefers a more traditional style can either find the pr

  17. Elementary classical hydrodynamics

    Chirgwin, B H; Langford, W J; Maxwell, E A; Plumpton, C


    Elementary Classical Hydrodynamics deals with the fundamental principles of elementary classical hydrodynamics, with emphasis on the mechanics of inviscid fluids. Topics covered by this book include direct use of the equations of hydrodynamics, potential flows, two-dimensional fluid motion, waves in liquids, and compressible flows. Some general theorems such as Bernoulli's equation are also considered. This book is comprised of six chapters and begins by introducing the reader to the fundamental principles of fluid hydrodynamics, with emphasis on ways of studying the motion of a fluid. Basic c

  18. Elementary number theory

    Dudley, Underwood


    Ideal for a first course in number theory, this lively, engaging text requires only a familiarity with elementary algebra and the properties of real numbers. Author Underwood Dudley, who has written a series of popular mathematics books, maintains that the best way to learn mathematics is by solving problems. In keeping with this philosophy, the text includes nearly 1,000 exercises and problems-some computational and some classical, many original, and some with complete solutions. The opening chapters offer sound explanations of the basics of elementary number theory and develop the fundamenta

  19. The Use of Lego Technologies in Elementary Teacher Preparation

    Hadjiachilleos, Stella; Avraamidou, Lucy; Papastavrou, Stavros


    The need to reform science teacher preparation programs has been pointed out in research (Bryan and Abell in J Res Sci Teach 36:121-140, 1999; Bryan and Atwater in Sci Educ 8(6):821-839, 2002; Harrington and Hathaway in J Teach Educ 46(4):275-284, 1995). Science teachers are charged with the responsibility of incorporating both cognitive and non-cognitive parameters in their everyday teaching practices. This often results in their reluctance to teach science because they often lack disciplinary and/or pedagogical expertise required to promote science learning. The purpose of this study is to propose an alternative instructional approach in which Lego vehicles were used as a tool to promote pre-service elementary teachers' development and to examine whether there are non-cognitive parameters that promote or obstruct them from using Lego Technologies as a teaching tool. The context of the study was defined by a teacher preparation program of a private university in a small Mediterranean country. A sample of 28 pre-service elementary teachers, working in five 5-6-member groups were involved in scientific inquiries, during which they had to use vehicles in order to solve scientific problems related to concepts such as gear functioning, force, and motion. The nature of their cognitive engagement in the scientific inquiry process, non-cognitive parameters contributing to their cognitive engagement, and the impact of their involvement in the process on their development were examined through qualitative analysis of pre- and post-inquiry interviews, presentations of their solutions to the scientific problems and of their personal reflective journals.

  20. Shaping instructional communication competence of preservice teachers

    Tandyonomanu, D.; Mutiah; Setianingrum, V. M.


    This study aims to understand the process of shaping communication competence. Participants were pre-service teachers in the primary school education teacher who conducted teaching program internship program. Observations and interviews found that culture, experience, and education were the components that developed the communication competence within the instructional context. The former two components dominantly shape communication instructional competencies, whereas the latter contributes insignificantly. Education emphasizes on teacher’s pedagogy and professional competences. In the future, educational institutions for pre-service teachers could use this research results to Determine the process of developing communication competence.

  1. Elementary particle interactions

    Bugg, W.M.; Condo, G.T.; Handler, T.; Hart, E.L.; Ward, B.F.L.; Close, F.E.; Christophorou, L.G.


    This report discusses freon bubble chamber experiments exposed to μ + and neutrinos, photon-proton interactions; shower counter simulations; SLD detectors at the Stanford Linear Collider, and the detectors at the Superconducting Super Collider; elementary particle interactions; physical properties of dielectric materials used in High Energy Physics detectors; and Nuclear Physics


    American Association of School Administrators, Washington, DC.


  3. Elementary Science Resource Guide.

    Texas Education Agency, Austin. Div. of Curriculum Development.

    This guide for elementary teachers provides information on getting ideas into action, designing and implementing the right situation, ways in which to evaluate science process activities with students, and seven sample units. The units cover using the senses, magnets, forces, weather forecasting, classification of living things, and the physical…

  4. Elementary School Mathematics Priorities

    Wilson, W. Stephen


    This article first describes some of the basic skills and knowledge that a solid elementary school mathematics foundation requires. It then elaborates on several points germane to these practices. These are then followed with a discussion and conclude with final comments and suggestions for future research. The article sets out the five…

  5. Vision in elementary mathematics

    Sawyer, W W


    Sure-fire techniques of visualizing, dramatizing, and analyzing numbers promise to attract and retain students' attention and understanding. Topics include basic multiplication and division, algebra, word problems, graphs, negative numbers, fractions, many other practical applications of elementary mathematics. 1964 ed. Answers to Problems.

  6. Playing Golf Is Elementary

    Goldman, Jill S.; Pfluge, Kevin F.


    Golf is a lifelong activity that people of all ages can enjoy if they experience success and have fun. Early involvement in the sport facilitates the development of the ability to strike an object with an implement. Striking with implements can be challenging for young children and teachers, but golf can be taught in all elementary school settings…

  7. Generalized elementary functions

    Monteiro, Giselle Antunes; Slavík, A.


    Roč. 411, č. 2 (2014), s. 838-852 ISSN 0022-247X Institutional support: RVO:67985840 Keywords : elementary functions * Kurzweil-Stieltjes integral * generalized linear ordinary differential equations * time scale calculus Subject RIV: BA - General Mathematics Impact factor: 1.120, year: 2014

  8. Piaget and Elementary Science

    Chittenden, Edward A.


    Describes the intellectual development stages ascribed to children by Jean Piaget. Characteristics and examples are given for sensori-motor, preoperational, concrete operational, and formal operational thinking periods. Implications are given for elementary school science education, including (1) formal instruction does not accelerate acquisition…

  9. Elementary particles physics


    It is discussed the physics in Brazil in the next decade with regard to elementary particles and field theories. The situation of brazilian research institutes as well as its personnel is also presented. Some recommendations and financing of new projects are also considered. (A.C.A.S.)

  10. Preservice Teachers' Perspectives on 'Appropriate' K-8 Climate Change and Environmental Science Topics

    Ford, D. J.


    With the release of the Next Generation Science Standards (NRC, 2013), climate change and related environmental sciences will now receive greater emphasis within science curricula at all grade levels. In grades K-8, preparation in foundational content (e.g., weather and climate, natural resources, and human impacts on the environment) and the nature of scientific inquiry will set the groundwork for later learning of climate change in upper middle and high school. These rigorous standards increase pressure on elementary and middle school teachers to possess strong science content knowledge, as well as experience supporting children to develop scientific ideas through the practices of science. It also requires a set of beliefs - about children and the science that is appropriate for them - that is compatible with the goals set out in the standards. Elementary teachers in particular, who often have minimal preparation in the earth sciences (NSF, 2007), and entrenched beliefs about how particular topics ought to be taught (Holt- Reynolds, 1992; Pajares, 1992), including climate change (Bryce & Day, 2013; Lambert & Bleicher, 2013), may face unique challenges in adjusting to the new standards. If teachers hold beliefs about climate change as controversial, for example, they may not consider it an appropriate topic for children, despite its inclusion in the standards. On the other hand, those who see a role for children in efforts to mitigate human impacts on the environment may be more enthusiastic about the new standards. We report on a survey of preservice K-8 teachers' beliefs about the earth and environmental science topics that they consider to be appropriate and inappropriate for children in grades K-3, 4-5, and 6-8. Participants were surveyed on a variety of standards-based topics using terminology that signals publicly and scientifically neutral (e.g. weather, ecosystems) to overtly controversial (evolution, global warming) science. Results from pilot data

  11. How Preservice Teachers Use Children’s Literature to Teach Mathematical Concepts: Focus on Mathematical Knowledge for Teaching

    Jennifer EDELMAN


    Full Text Available This descriptive study examines the elements of mathematical knowledge for teaching (MKT that elementary teacher candidates exhibit as they plan, teach, and reflect on a mathematics lesson that integrates children’s literature. Data for this study were gathered from observations and written work of preservice elementary teacher candidates enrolled in a methods of teaching mathematics course. The data were analyzed using three criteria: that of knowledge of content and students, knowledge of content and teaching, and knowledge of content and curriculum. The findings suggest a need for further development of teacher candidates’ ability to identify and locate mathematical concepts in children’s literature, as well as the need for supporting teacher candidates’ critical analysis of curricular materials and mathematical representations in children’s literature.

  12. How preservice teachers use children’s literature to teach mathematical concepts: Focus on mathematical knowledge for teaching

    Jennifer Edelman


    Full Text Available This descriptive study examines the elements of mathematical knowledge for teaching (MKT that elementary teacher candidates exhibit as they plan, teach, and reflect on a mathematics lesson that integrates children’s literature. Data for this study were gathered from observations and written work of preservice elementary teacher candidates enrolled in a methods of teaching mathematics course. The data were analyzed using three criteria: that of knowledge of content and students, knowledge of content and teaching, and knowledge of content and curriculum. The findings suggest a need for further development of teacher candidates’ ability to identify and locate mathematical concepts in children’s literature, as well as the need for supporting teacher candidates’ critical analysis of curricular materials and mathematical representations in children’s literature.

  13. Preparing Net Gen pre-service teachers for digital native classrooms

    Valentin Ekiaka Nzai


    Full Text Available This paper explored Net Gen Bilingual pre-service teachers’ perspectives future digital native classrooms based on the National Education Technology Plan (2010 postulates. Participants were Seven Net Gen bilingual future teachers enrolled at a semester – long laboratory of practices project for Literacy Development for English Language Learners. Data were collected using Ginsburg’s (1989 narrative strategy, which consisted of analyzing information from participants’ life stories produced during two audiotaped focus group conversations. Findings showed that pre-service teachers had positive perceptions and beliefs toward the laboratory of practices built upon the experimental cyberlearning workstation frame designed by the authors. The hands-on experiences helped them enhance their digital native-like citizenship in order to meet future students’ individual abilities and learning styles, and stimulate teaching with digital technologies. Some recommendations and limitations are also addressed.

  14. Educational Philosophies Adhered by Filipino Preservice Teachers: Basis for Proposing Initiatives for 21st Century Teacher Education Preparation Program

    Gilbert C. Magulod Jr.


    Full Text Available The study endeavoured to ascertain the educational philosophies adhered by Filipino preservice teachers. Descriptive survey research method was employed. The participants of the study were the 76 fourth year Bachelor in Elementary Education (BEED and Bachelor in Secondary Education (BSED of the College of Teacher Education in one state university in the Philippines. Data were gathered with the use of standardized research tool. Research findings showed that the Filipino preservice teachers espoused a very high adherence to progressivism educational philosophy and high orientation to existentialism and reconstructionism. They also showed a moderate adherence to perennialism and existentialism philosophies. These imply that they espoused a high student-centred teaching belief with partial acceptance to teacher-centred teaching belief. Test of difference and Post hoc analysis revealed that course, residence and scholastic standing in high school spelled differences on the educational philosophies of the Filipino preservice teachers. Findings of the study present initiatives for 21st century teacher education preparation program.

  15. PETOM: Preservice Education for Teachers of Minorities.

    Kamehameha Journal of Education, 1993


    The paper presents an overview of a two-year program called PETOM (Preservice Education for Teachers of Minorities), which receives funding from the Kamehameha Schools and the University of Hawaii to prepare teachers of underachieving minority children. The program educates teachers who can make school successful for Hawaii's minority students.…

  16. Taking the Reins: Preservice Teachers Practicing Leadership

    Dunlap, Karen; Hansen-Thomas, Holly


    What makes the difference between a good teacher and a great one? Knowing one's content is important, but having strong leadership skills can tip the scales from mediocrity to excellence. The best time to begin practicing being a teacher leader is during the preservice years. By practicing leadership skills, one can begin to view oneself not only…

  17. A Contemporary Preservice Technology Education Program

    Flanigan, Rod; Becker, Kurt; Stewardson, Gary


    In order to teach engineering education, today's engineering and technology education teachers must be equipped with lesson plans to teach engineering design, among other principles, to the 6th-12th grade levels. At Utah State University (USU), curriculum has been developed for preservice engineering and technology education teachers that…

  18. Preservice Teacher Application of Differentiated Instruction

    Dee, Amy Lynn


    Successfully implementing the practice of inclusion by differentiating instruction depends on both the skills and attitudes of general education teachers. New general education teachers who are entering the field are particularly vulnerable to the demands and stress of the profession, and teacher education programs must prepare preservice teachers…

  19. Pre-Service Teachers and Classroom Authority

    Pellegrino, Anthony M.


    This study examined the classroom practices of five pre-service teachers from three secondary schools in a large southeastern state. Through classroom observations, survey responses, reviews of refection logs, and focus-group interview responses, we centered on the issue of developing classroom authority as a means to effective classroom…

  20. English Preservice Teaching: Problems and Suggested Solutions

    Naeem, Marwa Ahmed Refat


    The present study investigated the problems faced by Egyptian EFL prospective teachers during their first encounter with preservice teaching. The sample for the study included 135 prospective EFL teachers trained in five preparatory (middle) schools in Kafr El-Sheikh city, Egypt. At the end of their first year training course, the prospective…

  1. Analyzing Preservice Teachers' Attitudes towards Technology

    Akturk, Ahmet Oguz; Izci, Kemal; Caliskan, Gurbuz; Sahin, Ismail


    Rapid developments in technology in the present age have made it necessary for communities to follow technological developments and adapt themselves to these developments. One of the fields that are most rapidly affected by these developments is undoubtedly education. Determination of the attitudes of preservice teachers, who live in an age of…

  2. Ionization Energy: Implications of Preservice Teachers' Conceptions

    Tan, Kim Chwee Daniel; Taber, Keith S.


    The results from a study to explore pre-service teachers' understanding of ionization energy, a topic that features in A-level (grade 11 and 12) chemistry courses. in Singapore , is described. A previous study using a two-tier multiple choice diagnostic test has shown that Singapore A-level students have considerable difficulty understanding the…

  3. Preservice Teachers' Preferences about Instructor Gender

    Yapici, Senay


    This is a qualitative research. Interview technique was used to collect data and the data were analyzed using quantifying the qualitative data. The participants were selected using convenience sampling method. They comprised 99 (51 female, 48 male) preservice teachers studying at eleven education faculties around Turkey. The consistency percentage…

  4. Elementary particles and cosmology

    Audouze, J.; Paty, M.


    The universe is the most efficient laboratory of particle physics and the understanding of cosmological processes implies the knowledge of how elementary particles interact. This article recalls the mutual influences between on the one hand: astrophysics and cosmology and on the other hand: nuclear physics and particle physics. The big-bang theory relies on nuclear physics to explain the successive stages of nucleo-synthesis and the study of solar neutrinos has led to discover new aspects of this particle: it is likely that neutrinos undergo oscillations from one neutrino type to another. In some universe events such as the bursting of a super-nova, particles are released with a kinetic energy that would be impossible to reach on earth with a particle accelerator. These events are become common points of interest between astrophysicists and particle physicists and have promoted a deeper cooperation between astrophysics and elementary particle physics. (A.C.)

  5. Elementary Teacher Education in the Top Performing European TIMSS Countries: A Comparative Study

    Sabrin, Mohammed


    This paper analyzed elementary teacher education (hereafter 'TED') programs in the top performing European (TIMSS) countries to help inform future elementary TED policy in the Kingdom of Saudi Arabia. Methodological emphasis revolved around how much emphasis should be placed on general content knowledge (GCK), as opposed to general pedagogical…

  6. Making elementary particles visible

    Cohen, Eyal [ArSciMed (art, science, media), 100, rue du Faubourg Saint Antoine, 75012 Paris (France)


    Ever since the days of the ancient Greek atomists, the notion that matter is made up of tiny fundamental elements has dominated the history of scientific theories. Elementary particles (and now strings...) are the latest in this chronological list of fundamental objects. Our notions of what a physical theory should be like, and what precisely ''matter is made up of...'' really means, have evolved with the years, undergoing a profound revolution with quantum mechanics.

  7. Making elementary particles visible

    Cohen, Eyal


    Ever since the days of the ancient Greek atomists, the notion that matter is made up of tiny fundamental elements has dominated the history of scientific theories. Elementary particles (and now strings...) are the latest in this chronological list of fundamental objects. Our notions of what a physical theory should be like, and what precisely ''matter is made up of...'' really means, have evolved with the years, undergoing a profound revolution with quantum mechanics

  8. Condensed elementary particle matter

    Kajantie, K.


    Quark matter is a special case of condensed elementary particle matter, matter governed by the laws of particle physics. The talk discusses how far one can get in the study of particle matter by reducing the problem to computations based on the action. As an example the computation of the phase diagram of electroweak matter is presented. It is quite possible that ultimately an antireductionist attitude will prevail: experiments will reveal unpredicted phenomena not obviously reducible to the study of the action. (orig.)

  9. Improving Science and Literacy Learning for English Language Learners: Evidence from a Pre-service Teacher Preparation Intervention

    Shaw, Jerome M.; Lyon, Edward G.; Stoddart, Trish; Mosqueda, Eduardo; Menon, Preetha


    This paper present findings from a pre-service teacher development project that prepared novice teachers to promote English language and literacy development with inquiry-based science through a modified elementary science methods course and professional development for cooperating teachers. To study the project's impact on student learning, we administered a pre and post assessment to students (N = 191) of nine first year elementary teachers (grades 3 through 6) who experienced the intervention and who taught a common science unit. Preliminary results indicate that (1) student learning improved across all categories (science concepts, writing, and vocabulary)—although the effect varied by category, and (2) English Language Learner (ELL) learning gains were on par with non-ELLs, with differences across proficiency levels for vocabulary gain scores. These results warrant further analyses to understand the extent to which the intervention improved teacher practice and student learning. This study confirms the findings of previous research that the integration of science language and literacy practices can improve ELL achievement in science concepts, writing and vocabulary. In addition, the study indicates that it is possible to begin to link the practices taught in pre-service teacher preparation to novice teacher practice and student learning outcomes.

  10. Elementary Thermal Operations

    Lostaglio, Matteo; Alhambra, Álvaro M.; Perry, Christopher


    To what extent do thermodynamic resource theories capture physically relevant constraints? Inspired by quantum computation, we define a set of elementary thermodynamic gates that only act on 2 energy levels of a system at a time. We show that this theory is well reproduced by a Jaynes-Cummings in......To what extent do thermodynamic resource theories capture physically relevant constraints? Inspired by quantum computation, we define a set of elementary thermodynamic gates that only act on 2 energy levels of a system at a time. We show that this theory is well reproduced by a Jaynes......-Cummings interaction in rotating wave approximation and draw a connection to standard descriptions of thermalisation. We then prove that elementary thermal operations present tighter constraints on the allowed transformations than thermal operations. Mathematically, this illustrates the failure at finite temperature...... to do so, including necessary and sufficient conditions for a given change of the population to be possible. As an example, we describe the resource theory of the Jaynes-Cummings model. Finally, we initiate an investigation into how our resource theories can be applied to Heat Bath Algorithmic Cooling...

  11. Place-based Learning About Climate with Elementary GLOBE

    Hatheway, B.; Gardiner, L. S.; Harte, T.; Stanitski, D.; Taylor, J.


    Place-based education - helping students make connections between themselves, their community, and their local environment - is an important tool to help young learners understand their regional climate and start to learn about climate and environmental change. Elementary GLOBE storybooks and learning activities allow opportunities for place-based education instructional strategies about climate. In particular, two modules in the Elementary GLOBE unit - Seasons and Climate - provide opportunities for students to explore their local climate and environment. The storybooks and activities also make connections to other parts of elementary curriculum, such as arts, geography, and math. Over the long term, place-based education can also encourage students to be stewards of their local environment. A strong sense of place may help students to see themselves as stakeholders in their community and its resilience. In places that are particularly vulnerable to the impacts of climate and environmental change and the economic, social, and environmental tradeoffs of community decisions, helping young students developing a sense of place and to see the connection between Earth science, local community, and their lives can have a lasting impact on how a community evolves for decades to come. Elementary GLOBE was designed to help elementary teachers (i.e., grades K-4) integrate Earth system science topics into their curriculum as they teach literacy skills to students. This suite of instructional materials includes seven modules. Each module contains a science-based storybook and learning activities that support the science content addressed in the storybooks. Elementary GLOBE modules feature air quality, climate, clouds, Earth system, seasons, soil, and water. New eBooks allow students to read stories on computers or tablets, with the option of listening to each story with an audio recording. A new Elementary GLOBE Teacher Implementation Guide, published in 2017, provides

  12. Metaphors about violence by preservice teachers.

    Özabaci, Nilüfer; Erkan, Zülal


    Violence consists of a pattern of coercive behaviors used by a competent adult or adolescent to establish and maintain power and control over another competent adult or adolescent. These behaviors, which can occur alone or in combination, sporadically or continually, include physical violence, psychological abuse, talking, and nonconsensual sexual behavior. Research indicates that different types of violence are used as a means of enforcing discipline in the family and the school context. Children and adolescents who grow up in an environment where violence has a natural place tend to resort to violence at every stage of their lives without question. The aim of this research was therefore to preservice teachers' perception of the concept of violence through the use of metaphors. Accordingly, answers to the following questions were sought: What metaphors do the youth use to describe the concept of violence? Under which conceptual categories can these metaphors be grouped in terms of their common features? How do the conceptual categories vary in relation to the students' gender and the subjects they study at university? The study was conducted in 2009 with the help of 303 students at Mersin University and Eskişehir Osmangazi University (Faculty of Education). Incomplete statements such as "Violence is like..., because..." were used in an attempt to understand the students' perception of violence. The students were given questionnaire to complete the statements. Demographic questions were also asked on the students'age, gender and departments. The data were analyzed through qualitative analysis, and processes such as frequency distribution and quantitative correlation data were evaluated through SPSS data analysis. It emerged that the students used 74 metaphors of violence that could be divided into seven categories: (1) Violence as a way of controlling others; 2) Violence as part of social and affective life; (3) Violence as devastation; (4) Violence as learned

  13. Elementary school on the move– moving in elementary school

    Reiner Hildebrandt-Stramann


    Full Text Available Elementary school in Germany has changed during the last five years because, among other reasons, movement has entered it. The title's pun calls attention for two lines of work that characterize school pedagogy contemporary discussion. One of these lines is related to the last 15 years changing process at elementary school: it states that elementary school must be a learning and living place for children. The other line is related to movement pedagogy processes, which has been achieving higher and higher dimensions. Elementary school must be seen from movement point of view and must be transformed in a place for movement.

  14. Preservice teachers' perceived confidence in teaching school violence prevention.

    Kandakai, Tina L; King, Keith A


    To examine preservice teachers' perceived confidence in teaching violence prevention and the potential effect of violence-prevention training on preservice teachers' confidence in teaching violence prevention. Six Ohio universities participated in the study. More than 800 undergraduate and graduate students completed surveys. Violence-prevention training, area of certification, and location of student- teaching placement significantly influenced preservice teachers' perceived confidence in teaching violence prevention. Violence-prevention training positively influences preservice teachers' confidence in teaching violence prevention. The results suggest that such training should be considered as a requirement for teacher preparation programs.

  15. Foundations in Elementary Education - Music.

    Carlton, Elizabeth B.; Weikart, Phyllis S.

    This book focuses on how teachers can guide children to acquire ownership of musical concepts through their personal construction of knowledge. It is intended for teachers of grades K-3, music educators, and preservice teachers. The book contends that music and movement are important to the development of the whole child and can be integrated…

  16. Elementary Atom Interaction with Matter

    Mrowczynski, Stanislaw


    The calculations of the elementary atom (the Coulomb bound state of elementary particles) interaction with the atom of matter, which are performed in the Born approximation, are reviewed. We first discuss the nonrelativistic approach and then its relativistic generalization. The cross section of the elementary atom excitation and ionization as well as the total cross section are considered. A specific selection rule, which applies for the atom formed as positronium by particle-antiparticle pa...

  17. Reflection on the Teaching-Learning Process in the Initial Training of Teachers. Characterization of the Issues on Which Pre-Service Mathematics Teachers Reflect

    Chamoso, J. M.; Caceres, M. J.; Azcarate, P.


    Our aim was to highlight the issues of the reflections of pre-service mathematics teachers in their learning portfolio about the teaching-learning process taking place in a university teacher-training classroom. Category systems were designed which, together with the analysis system used, could provide a method helpful to teacher educators,…

  18. Lesson Study-Building Communities of Learning Among Pre-Service Science Teachers

    Hamzeh, Fouada

    Lesson Study is a widely used pedagogical approach that has been used for decades in its country of origin, Japan. It is a teacher-led form of professional development that involves the collaborative efforts of teachers in co-planning and observing the teaching of a lesson within a unit for evidence that the teaching practices used help the learning process (Lewis, 2002a). The purpose of this research was to investigate if Lesson Study enables pre-service teachers to improve their own teaching in the area of science inquiry-based approaches. Also explored are the self-efficacy beliefs of one group of science pre-service teachers related to their experiences in Lesson Study. The research investigated four questions: 1) Does Lesson Study influence teacher preparation for inquiry-based instruction? 2) Does Lesson Study improve teacher efficacy? 3) Does Lesson Study impact teachers' aspiration to collaborate with colleagues? 4) What are the attitudes and perceptions of pre-service teachers to the Lesson Study idea in Science? The 12 participants completed two pre- and post-study surveys: STEBI- B, Science Teaching Efficacy Belief Instrument (Enochs & Riggs, 1990) and ASTQ, Attitude towards Science Teaching. Data sources included student teaching lesson observations, lesson debriefing notes and focus group interviews. Results from the STEBI-B show that all participants measured an increase in efficacy throughout the study. This study added to the body of research on teaching learning communities, professional development programs and teacher empowerment.

  19. Reaching the Future Teachers in Your Classroom: New Directions in Pre-Service Education

    Grier, Jennifer A.; Ruberg, L.


    We will present results and progress from initiatives seeking to improve the experiences of future teachers in college level science classes. A future teacher (pre-service teacher) is inspired to teach science based on personal experiences with college science classes. The most critical opportunity to make a real difference in science education in schools comes when the teachers themselves are first being educated. Given the difficulties in identifying future teachers and the wide variations in their needs, how can we best help future teachers in training? What critical thinking skills are most important for them to absorb from their exposure to science as undergraduates and graduate students? What teaching and learning experiences can we offer that will help science teachers in training confidently assess the relationship between evidence and explanations and then bring that understanding and experience effectively into their own classroom? Recent initiatives in pre-service education have identified several key strategies for improving teacher preparation at the post-secondary level: - Using a constructivist approach to teach physical science concepts and guided inquiry - Knowing common misconceptions about key scientific concepts that students bring to college-level science classrooms - Applying documented strategies for identifying and addressing student misconceptions; and - Knowing how to select and adapt curriculum materials based on common preconceptions held by students. The challenge of reaching these outcomes is complex and cannot be addressed with simple solutions. Teaching strategies that help prepare future teachers include modeling effective teaching of science, understanding the relationship between student/teacher misconceptions, designing and implementing evaluation and assessment, appropriate use of technology tools, and tapping into the existing community of learners to provide ongoing education opportunities and support as the pre-service

  20. Applying Laban's Movement Framework in Elementary Physical Education

    Langton, Terence W.


    This article recommends raising the bar in elementary physical education by using Laban's movement framework to develop curriculum content in the areas of games, gymnastics, and dance (with physical fitness concepts blended in) in order to help students achieve the NASPE content standards. The movement framework can permeate and unify an…

  1. Origami as a Teaching Tool for the Elementary Library

    Shoup, Lynda D.


    In this article, the author shares how she uses origami for her elementary students. Using origami in her classroom helps with classroom management. Students are enthralled to watch the paper as it is folded. Every student can feel a part of the experience. Origami can serve many functions in library classrooms: attention grabbers, geometry…

  2. Ideas of Elementary Students about Reducing the "Greenhouse Effect."

    Francis, Claire; And Others


    Presents the results of a questionnaire given to 563 elementary students to study their ideas of actions that would reduce the greenhouse effect. Most of the children (87%) appreciated that planting trees would help reduce global warming. During interviews it was discovered that children were confused between the greenhouse effect and ozone layer…

  3. Active Ways to Teach Health Concepts in the Elementary Setting

    Gregory, Julie


    This article provides three movement-based activities for teaching health concepts to elementary school students. Two activities focus on nutrition concepts and the other focuses on teaching body systems. Diagrams are provided to show the setup of activities, as well as links for accessing materials to help implement the activities.

  4. Elementary Science and Reading Activities for Teacher Educators.

    Rezba, Richard J.

    The author suggests ways reading can be integrated with science and describes the reading activities in an elementary science methods course. The activities include: (1) selecting a science tradebook for children to review and for the teacher to analyze vocabulary; (2) helping children review science tradebooks; and (3) encouraging independent…

  5. Elementary heat transfer analysis

    Whitaker, Stephen; Hartnett, James P


    Elementary Heat Transfer Analysis provides information pertinent to the fundamental aspects of the nature of transient heat conduction. This book presents a thorough understanding of the thermal energy equation and its application to boundary layer flows and confined and unconfined turbulent flows. Organized into nine chapters, this book begins with an overview of the use of heat transfer coefficients in formulating the flux condition at phase interface. This text then explains the specification as well as application of flux boundary conditions. Other chapters consider a derivation of the tra

  6. Elementary Statistics Tables

    Neave, Henry R


    This book, designed for students taking a basic introductory course in statistical analysis, is far more than just a book of tables. Each table is accompanied by a careful but concise explanation and useful worked examples. Requiring little mathematical background, Elementary Statistics Tables is thus not just a reference book but a positive and user-friendly teaching and learning aid. The new edition contains a new and comprehensive "teach-yourself" section on a simple but powerful approach, now well-known in parts of industry but less so in academia, to analysing and interpreting process dat

  7. Elementary particles. 2

    Ranft, G.; Ranft, J.


    In this part the subject is covered under the following headings, methods for producing high-energy particles; interaction of high-energy particles with matter; methods for the detection of high-energy particles; symmetry properties and conservation laws; quantum number and selection rules; theorem of scattering behaviour at asymptotically high energies; statistical methods in elementary particle physics; interaction of high-energy particles with nuclei; relations of high-energy physics to other branches of science and its response to engineering. Intended as information on high-energy physics for graduate students and research workers familiar with the fundamentals of classical and quantum physics

  8. Elementary matrix theory

    Eves, Howard


    The usefulness of matrix theory as a tool in disciplines ranging from quantum mechanics to psychometrics is widely recognized, and courses in matrix theory are increasingly a standard part of the undergraduate curriculum.This outstanding text offers an unusual introduction to matrix theory at the undergraduate level. Unlike most texts dealing with the topic, which tend to remain on an abstract level, Dr. Eves' book employs a concrete elementary approach, avoiding abstraction until the final chapter. This practical method renders the text especially accessible to students of physics, engineeri

  9. A psychotherapeutic approach with elementary school teachers.

    Multari, G


    The tradional "lectures delivering" approach to classroom teachers used by mental health practitioners is investigated in the present study. An attempt is made to demonstrate the validity of preventative work in helping elementary school teachers as important agents in the promotion of more positive mental hygiene in the classroom and by adding to the lectures the variable of group therapy--"ego-sparing" techniques type. The latter approach seems to promote a teacher's own sense of security in dealing the pupils, an easier acceptance of differences in others, and, finally, it tends to stimulate the development of a teacher's own ability to deal sensibly, more conscientiously, and more realistically with daily problems.

  10. Comparing the Internet Usage of Pre-service Language Teachers With Teachers of Other Subjects: Distance Learning vs. On-Campus Learning

    Mehmet Firat


    Full Text Available Teachers play a crucial role in helping individuals gain adequate Internet competency, which requires teachers themselves to be Internet-literate. The purpose of this study is to investigate the Internet use of the distance and on-campus pre-service teachers of language and other disciplines by multiple parameters. A total of 789 teacher candidates participated in this survey. The findings show that the candidate teachers in on-campus and distance-learning programs have an average level of Internet usage adequacy and that the younger candidate teachers and those in higher classes use the Internet more frequently. Pre-service foreign language teachers have been found to have a moderate level of Internet usage frequency, adequacy and technology ownership in comparison with the other preservice teacher groups.

  11. Going Online: Helping Technical Communicators Help Translators.

    Flint, Patricia; Lord van Slyke, Melanie; Starke-Meyerring, Doreen; Thompson, Aimee


    Explains why technical communicators should help translators. Offers tips for creating "translation-friendly" documentation. Describes the research and design process used by the authors to create an online tutorial that provides technical communicators at a medical technology company the information they need to help them write and…

  12. Crowdfunding for Elementary Science Educators

    Reese, Jessica; Miller, Kurtz


    The inadequate funding of science education in many school districts, particularly in underserved areas, is preventing elementary science educators from realizing the full potential of the "Next Generation Science Standards" ("NGSS"). Yet many elementary science teachers may be unaware that millions of dollars per year are…

  13. Engineering at the Elementary Level

    McGrew, Cheryl


    Can engineering technology be taught at the elementary level? Designing and building trebuchets, catapults, solar cars, and mousetrap vehicles in a west central Florida elementary class was considered very unusual in recent years. After a review of current research on failing schools and poor curriculum, the author wondered what her school could…

  14. Explorations in Elementary Mathematical Modeling

    Shahin, Mazen


    In this paper we will present the methodology and pedagogy of Elementary Mathematical Modeling as a one-semester course in the liberal arts core. We will focus on the elementary models in finance and business. The main mathematical tools in this course are the difference equations and matrix algebra. We also integrate computer technology and…

  15. Elementary School Philosophy: A Response

    Wartenberg, Thomas E.


    This article is a response to criticism of my book "Big Ideas for Little Kids." The main topics addressed are: Who is the audience for the book? Can people without formal philosophical training can be good facilitators of elementary school philosophy discussions? Is it important to assess attempts to teach philosophy in elementary school? Should…

  16. Scaffolding Preservice Teachers' WebQuest Design: A Qualitative Study

    Wang, Feng; Hannafin, Michael J.


    This study examined how participating preservice teachers reported their perceptions and use of different scaffolds provided to support their WebQuest design. Sixteen preservice teachers participated in a succession of course activities designed to guide WebQuest design and development. Results indicated that while participants followed, adapted,…

  17. Enhancing Preservice Teachers' Skillsets and Professionalism through Literacy Tutoring Experiences

    Paquette, Kelli R.; Laverick, DeAnna M.


    This qualitative study explores preservice teachers' experiences in a service-learning literacy tutoring program offered at a university with children in grades one through eight. This study examines briefly the history of literacy centers and service-learning, the specific instructional tutoring methods employed by preservice teachers connected…

  18. Examination of Pre-Service Teacher's Training through Tutoring Approach

    Wu, Hsiao-ping; Guerra, Myriam Jimena


    Pre-service teacher preparation in the United States is becoming progressively more challenging with respect to the demands on teachers. This study examined the impact of tutoring approach on pre-service teachers? skills to work with English language learners through a qualitative research design. Content analysis was used at the thematic level on…

  19. Preservice Teachers and Self-Assessing Digital Competence

    Maderick, Joseph A.; Zhang, Shaoan; Hartley, Kendall; Marchand, Gwen


    This study compares matched surveys of subjective self-assessment and objective assessment on seven domains of digital competence for preservice teachers at a large Southwest public university. The results, consistent with earlier studies, confirm that the participating preservice teachers inaccurately self-assessed their digital competence. The…

  20. Evaluation of a Cultural Competence Assessment for Preservice Teachers

    Bustamante, Rebecca M.; Skidmore, Susan T.; Nelson, Judith A.; Jones, Brandolyn E.


    Globally, public schools enroll culturally and linguistically diverse student populations and teacher preparation programs must assess the cultural competence of preservice teachers. Yet, few adequately tested measures of teacher cultural competence are available. In this research study, a sample of 396 preservice teachers were surveyed to…

  1. Preservice Teachers' Perceptions of Neuroscience, Medicine, and Students with ADHD

    Zambo, Debby; Zambo, Ron; Sidlik, Lawrence


    Neuroscience is revealing how the brains of individuals with Attention Deficit Hyperactivity Disorder (ADHD) function, and advances in medicine are leading to treatments. This study investigated preservice teachers' knowledge and beliefs about students with ADHD. The majority of preservice teachers knew someone with ADHD, which, along with courses…

  2. Pre-Service Teachers' Concept Images on Fractal Dimension

    Karakus, Fatih


    The analysis of pre-service teachers' concept images can provide information about their mental schema of fractal dimension. There is limited research on students' understanding of fractal and fractal dimension. Therefore, this study aimed to investigate the pre-service teachers' understandings of fractal dimension based on concept image. The…

  3. The Role of Values in Preservice Teachers' Decision to Teach

    Torsney, Benjamin M.; Ponnock, Annette R.; Lombardi, Doug


    The current study explored the values preservice teachers use as motivation for pursuing a teaching career. Preservice teachers (N = 97) from a large Northeastern urban university were chosen to complete a survey measuring personal utility value, social utility value, and epistemic value. Data analysis was conducted using exploratory factor…

  4. Civic Education in the Preservice Classroom: A Study of Gaming

    Sumners, Sarah Elizabeth


    The purpose of the study was to better understand social studies teacher education through preservice professional development that incorporates an online gaming and simulation component. Examination of the impact of online gaming and simulations on the self-efficacy and content knowledge of preservice teachers in the methods course was…

  5. Preservice Mathematics Teachers' Perceptions of Drama Based Instruction

    Bulut, Neslihan


    The purpose of this study was to determine the perceptions of pre-service mathematics teachers related to drama-based instruction. For this purpose, effects of a drama-based mathematics course on senior class pre-service mathematics teachers' knowledge about drama-based instruction and teacher candidates' competencies for developing and…

  6. Preservice Mathematics Teachers' Metaphorical Perceptions towards Proof and Proving

    Ersen, Zeynep Bahar


    Since mathematical proof and proving are in the center of mathematics; preservice mathematics teachers' perceptions against these concepts have a great importance. Therefore, the study aimed to determine preservice mathematics teachers' perceptions towards proof and proving through metaphors. The participants consisted of 192 preservice…

  7. Preservice Teachers' Memories of Their Secondary Science Education Experiences

    Hudson, Peter; Usak, Muhammet; Fancovicova, Jana; Erdogan, Mehmet; Prokop, Pavol


    Understanding preservice teachers' memories of their education may aid towards articulating high-impact teaching practices. This study describes 246 preservice teachers' perceptions of their secondary science education experiences through a questionnaire and 28-item survey. ANOVA was statistically significant about participants' memories of…

  8. Pre-Service Teacher Vision and Urban Schools

    Roselle, Rene; Liner, Kevin


    As preservice teachers enter their first teaching experience, they often have perceptions about what teaching will be like based on a vision that is typically linked to their own background and experiences. This study explores the changes in visions of 15 preservice teachers throughout student teaching in an urban environment. The research will…

  9. How Do Preservice Teachers View Tenure and Accountability?

    Thompson, Carol C.; Dentino, Gary


    Little research has examined preservice teachers' views on tenure and accountability. This study used a 35-item survey to investigate 89 preservice teachers' attitudes toward both. Most valued tenure and recognized the importance of ensuring teacher quality. Fewer than one third saw mentoring or collaboration as ways to improve their…

  10. Technology Acceptance among Pre-Service Teachers: Does Gender Matter?

    Teo, Timothy; Fan, Xitao; Du, Jianxia


    This study examined possible gender differences in pre-service teachers' perceived acceptance of technology in their professional work under the framework of the technology acceptance model (TAM). Based on a sample of pre-service teachers, a series of progressively more stringent measurement invariance tests (configural, metric, and scalar…

  11. Pre-Service Physics Teachers' Conceptions of Nature of Science

    Buaraphan, Khajornsak


    Understanding of NOS (nature of science) appears as a prerequisite of a scientifically literate person. Promoting adequate understanding of NOS in pre-service physics teachers is, therefore, an important task of science educators. Before doing that, science educators must have information concerning their pre-service teachers' conceptions of NOS.…

  12. Investigation of Pre-Service Teachers' Communication Skills

    Kana, Fatih


    The purpose of this study is to determine the levels of Turkish language pre-service teachers' communication skills. Descriptive survey model was used in this study. 218 pre-service Turkish language teachers, who are studying at Department of Turkish Language Teaching at a university in the west of Turkey, participated in the study. Criterion…

  13. Pre-Service Teachers' Mental Models of Basic Astronomy Concepts

    Arslan, A. Saglam; Durikan, U.


    The aim of the present study is to determine pre-service teachers' mental models related to basic astronomy concepts. The study was conducted using a survey method with 293 pre-service teachers from 4 different departments; physics education, science education, primary teacher education and early childhood education. An achievement test with…

  14. Examining Preservice Teachers' Criteria for Evaluating Educational Mobile Apps

    Baran, Evrim; Uygun, Erdem; Altan, Tugba


    Recent interest in integrating mobile apps into teaching will continue growing. There remains, however, a pressing need to develop methods and resources to support and educate preservice teachers about the use of these technologies. This case study aimed to examine preservice teachers' criteria for evaluating educational mobile apps. Nineteen…

  15. Preparing for the Plunge: Preservice Teachers' Assessment Literacy

    Siegel, Marcelle A.; Wissehr, Cathy


    Using a framework of assessment literacy that included principles, tools, and purposes, this study explored the assessment literacy of 11 secondary preservice teachers. Participants' journals, teaching philosophies, and inquiry-based science units served as data sources. We examined how the preservice teachers understood assessment tools as well…

  16. Scale development for pre-service mathematics teachers ...

    The purpose of this study is to develop a scale to determine pre-service mathematics teachers' perceptions related to their pedagogical content knowledge. Firstly, a preliminary perception scale of pedagogical content knowledge was constructed and then administered to 112 pre-service mathematics teachers who were ...

  17. Mentoring Triad: An Alternative Mentoring Model for Preservice Teacher Education?

    Ambrosetti, Angelina; Dekkers, John; Knight, Bruce Allen


    Within many preservice teacher education programs in Australia, mentoring is used as the overarching methodology for the professional placement. The professional placement is considered to be a key component of learning to teach, and typically a dyad mentoring model is utilized. However, it is reported that many preservice teachers experience a…

  18. Pre-Service Teachers' Beliefs about Knowledge, Mathematics, and Science

    Cady, Jo Ann; Rearden, Kristin


    This study examines the beliefs of K-8 preservice teachers during a content methods course. The goals of this course included exposing the preservice teachers to student-centered instructional methods for math and science and encouraging the development of lessons that would integrate mathematics and science. Prior research suggested that one must…

  19. Turkish Pre-Service Physics Teachers' Preferred Learning Styles

    Kandil Ingec, Sebnem


    This study aims to determine the dominant learning styles of pre-service physics teachers and to examine them in terms of variables such as gender, information and communication technologies skills, academic achievement and type of motivation. Survey model was used. The sample composed of 50 pre-service physics teachers. The data were collected…

  20. Pre-service teachers' mathematical knowledge for teaching basic ...

    This study measured pre-service teachers' mathematical knowledge for teaching (MKT) basic school mathematics. MKT multiple-choice test was administered to 100 pre-service teachers from two colleges of education (located at Mampong in the Ashanti Region of Ghana) to assess their mathematical knowledge for ...

  1. Pre-Service Secondary Teachers' Attitudes towards Inclusive Education

    Costello, Shane; Boyle, Christopher


    The attitudes held by pre-service teachers have been shown to affect their willingness and ability to implement an inclusive approach to education. A sample consisting of 193 pre-service secondary teachers enrolled in secondary education courses at an Australian university were surveyed to determine their attitudes towards inclusive education,…

  2. Promoting Preservice Teachers' Attitudes toward Socioscientific Issues

    Yerdelen, Sundus; Cansiz, Mustafa; Cansiz, Nurcan; Akcay, Hakan


    In this study, we aimed to improve preservice teachers' attitudes toward socioscientific issues through socioscientific issue course. Moreover, we investigated whether this course influences preservice teachers studying in a science education and non-science education in a similar way. For this purpose, a semester-long socioscientific issues…

  3. Inclusion in Early Childhood Education: Pre-Service Teachers Voices

    Majoko, Tawanda


    This study examined pre-service teachers' understanding, attitudes, preparation and concerns regarding inclusion in early childhood education (ECE) in Zimbabwe. Entrenched within inclusive pedagogy, this descriptive study draws on a sample of 24 pre-service teachers purposively selected from the largest teachers' college with the oldest…

  4. An Investigation of School Violence and Pre-Service Teachers

    McCaleb, Karen Nykorchuk; Andersen, Amy; Hueston, Harry


    All educators need to be aware of issues regarding school violence. Recent years have shown that violence can happen in a variety of school settings. This study conducted a one-group, pretest-posttest, pre-experimental design to explore pre-service teachers' perceptions regarding school violence. First, pre-service educators were asked to complete…

  5. Preservice Science Teachers' Views on Science-Technology-Society

    Dikmentepe, Emel; Yakar, Zeha


    The aim of this study is to investigate the views of pre-service science teachers on Science-Technology-Society (STS). In the research, a descriptive research method was used and data were collected using the Views on Science-Technology-Society (VOSTS) Questionnaire. In general, the results of this study revealed that pre-service science teachers…

  6. Pre-Service Teachers' Opinions on Teaching Thinking Skills

    Akinoglu, Orhan; Karsantik, Yasemin


    The purpose of the present study is to determine pre-service teachers' opinions on teaching thinking skills. 134 senior pre-service pre-school, English and mathematics teachers studying at a state university in Istanbul participated in the study which is designed based on survey model. A questionnaire which was developed by the researchers was…

  7. Pre-Service Teachers Designing and Constructing "Good Digital Games"

    Artym, Corbett; Carbonaro, Mike; Boechler, Patricia


    There is a growing interest in the application of digital games to enhance learning across many educational levels. This paper investigates pre-service teachers' ability to operationalize the learning principles that are considered part of a good digital game (Gee, 2007) by designing digital games in Scratch. Forty pre-service teachers, enrolled…

  8. Pre-Service Teachers Designing Virtual World Learning Environments

    Jacka, Lisa; Booth, Kate


    Integrating Information Technology Communications in the classroom has been an important part of pre-service teacher education for over a decade. The advent of virtual worlds provides the pre-service teacher with an opportunity to study teaching and learning in a highly immersive 3D computer-based environment. Virtual worlds also provide a place…

  9. Pre-service teachers' content knowledge and pedagogical content ...

    This study investigated pre-service teachers' content and pedagogical knowledge in teaching geometric transformation. Eighty-two pre-service teachers from two Colleges of Education in the Ashanti region of Ghana consisted the sample size. The study was a quantitative study which employed survey as a strategy of ...

  10. Examining Preservice Teachers' Culturally Responsive Teaching Self-Efficacy Doubts

    Siwatu, Kamau Oginga; Chesnut, Steven Randall; Alejandro, Angela Ybarra; Young, Haeni Alecia


    This study was designed to add to the research on teachers' self-efficacy beliefs by examining preservice teachers' culturally responsive teaching self-efficacy doubts. We examined the tasks that preservice teachers felt least efficacious to successfully execute and explored the reasoning behind these self-efficacy doubts. Consequently, we were…

  11. Pre-Service Teachers and Climate Change: A Stalemate?

    Boon, Helen J.


    Findings from the second phase of a study of pre-service teachers' attitudes to environmental education and knowledge of climate change are reported in this paper. A sample of 87 pre-service teachers participated in a survey study in the last year of their Bachelor of Education degree to examine developments to their attitudes to environmental…

  12. Reflections of Preservice Information Technology Teachers Regarding Cyberbullying

    Akbulut, Yavuz; Cuhadar, Cem


    The current phenomenological study addressed the reflections of preservice information technology (IT) teachers regarding their cyberbullying or victimization experiences. Fifty five preservice IT teachers at a Turkish teacher training institution were offered a lecture with the purpose of awareness-raising on cyberbullying, which was followed by…

  13. Enhancing Preservice Teachers' Understanding of Students' Misconceptions in Learning Chemistry

    Naah, Basil Mugaga


    Preservice teachers enrolled in a modified introductory chemistry course used an instructional rubric to improve and evaluate their understanding of students' misconceptions in learning various chemistry concepts. A sample of 79 preservice teachers first explored the state science standards to identify chemistry misconceptions associated with the…

  14. Elementary chaotic snap flows

    Munmuangsaen, Buncha; Srisuchinwong, Banlue


    Highlights: → Five new elementary chaotic snap flows and a generalization of an existing chaotic snap flow have been presented. → Three of all are conservative systems whilst three others are dissipative systems. → Four cases need only a single control parameter and a single nonlinearity. → A cubic case in a jerk representation requires only two terms and a single nonlinearity. - Abstract: Hyperjerk systems with 4th-order derivative of the form x .... =f(x ... ,x .. ,x . ,x) have been referred to as snap systems. Five new elementary chaotic snap flows and a generalization of an existing flow are presented through an extensive numerical search. Four of these flows demonstrate elegant simplicity of a single control parameter based on a single nonlinearity of a quadratic, a piecewise-linear or an exponential type. Two others demonstrate elegant simplicity of all unity-in-magnitude parameters based on either a single cubic nonlinearity or three cubic nonlinearities. The chaotic snap flow with a single cubic nonlinearity requires only two terms and can be transformed to its equivalent dynamical form of only five terms which have a single nonlinearity. An advantage is that such a chaotic flow offers only five terms even though the (four) dimension is high. Three of the chaotic snap flows are characterized as conservative systems whilst three others are dissipative systems. Basic dynamical properties are described.

  15. From inside the black box: Teacher perceptions of science instruction at the elementary level

    Ferrini, Cynthia D.

    student achievement. Professional development for teachers in inquiry science must address the cognitive foundations for inquiry science and the benefits students derive from this educational approach. Institutions delivering pre-service training for elementary teachers in science must change the curriculum to reflect these needs.

  16. In-service and Pre-service Middle School Mathematics Teachers' Attitudes and Decisions Regarding Teaching Mathematics Using Mobile Phones

    Wajeeh M. Daher


    Full Text Available Several researches examined students' mathematics learning using mobile phones, while very few researches examined mathematics teaching using this new educational tool. This research attempts to analyze in-service and pre-service teachers' attitudes and decisions regarding mathematics teaching with mobile phones using activity theory. More specifically, three case studies are analyzed in this research: One concerns an in-service teacher who used mobile phones in her class, the second case study involves a pre-service teacher who collaborated with the in-service teacher to teach mathematics lessons using mobile phones, and the third case study is about 15 pre-service teachers who were observers of the experiment but did not use mobile phones in their teaching. We held one-hour semi-structured interviews with the in-service teacher, with the leading pre-service teacher and with the group of other observer pre-service teachers. This happened three times during the academic year: at the beginning of the experiment, after three months and after it ended. The research findings indicate that different factors have an impact on the attitudes and decisions of the teacher: history of the teacher using technologies in teaching, perceptions of the teacher using technologies in teaching, community’s teacher, rules regulating the use of technologies in teaching mathematics, and division of labor. For example, questions as to who decides which technologies to use in the classroom and who should prepare the learning material for the students. Contradictions were identified in mathematics teachers' activity when utilizing mobile phones in their teaching. These contradictions hinder or slow such utilization. Community, especially its leading members, mediated and helped overcome the activity contradictions that arose throughout the experiment regarding the teaching processes in and/or out of the mathematics classroom.

  17. The relationship between school environment, preservice science teachers' science teaching self-efficacy, and their use of instructional strategies at teachers' colleges in Saudi Arabia

    Alshalaan, Nasser A.

    Studies indicate that many teachers have negative beliefs about science, which translates into low teacher efficacy, resulting in avoidance of science teaching or in ineffective science teaching behaviors. Highly efficacious teachers have been found to be more likely to use inquiry and student-centered teaching strategies, while teachers with a low sense of science-teaching efficacy are more likely to use teacher-directed strategies, such as didactic lectures and reading from the textbook (Czemiak, 1990). The purpose of this study was to investigate preservice science teachers' science-teaching self-efficacy changes and their correlation to teaching environment factors during the student teaching semester. Moreover, it explains how teaching environment factors and preservice teachers' science-teaching self-efficacy beliefs may relate to their use of teaching strategies in the science classroom during their student teacher training at teachers' colleges in Saudi Arabia. The population of this study is consisted of 184 middle and elementary preservice science teachers who were doing their student teaching at nine teachers' colleges (i.e., teachers' colleges of Riyadh, Dammam, Alrras, Almadinah, Alihsa, Jeddah, Makah, Altaief, and Abha) in Saudi Arabia during the spring semester of 2005. Three instruments were used to collect data for this study: (1) to measure science teaching self-efficacy, the researcher adapted the Science Teaching Efficacy Belief Instrument form B designed specifically for preservice teachers (STEBI-B); (2) to measure the school environment, the researcher adapted the Organizational Health Inventory (OHI), developed by Hoy, Tarter & Kottkamp (1991); and (3) to measure the type and frequency of instructional strategies that preservice science teachers use in the classroom, the researcher adapted the teaching practice subscale from The Local Systemic Change through Teacher Enhancement Science K-8 Teacher Questionnaire (Horizon Research, Inc., 2000

  18. A Collaborative Approach to Helping Teacher Education Faculty Model Technology Integration in Their Courses: An Informal Case.

    Zachariades, Iacovos; Roberts, Sherron Killingsworth


    Describes an innovative and collaborative approach to helping teacher educators better prepare preservice teachers to utilize technology for effective instruction. A mentoring program that paired graduate students in instructional technology with interested faculty members is discussed, and attitudes of the mentors and the faculty members are…

  19. Fostering Skills to Enhance Critical Educators: A Pedagogical Proposal for Pre-service Teachers

    Jahir Aguirre Morales


    Full Text Available This article aims to share with teacher-educators a pedagogical proposal which we have applied in the past year. This investigation analyzes issues linked to critical pedagogy using movies connected to educational themes and readings based on critical pedagogy. We have used this study to generate class discussions in order to analyze educational topics from a critical point of view. This experience has guided us to help pre-service teachers acquire skills to eventually become critical educators of the future.

  20. Practicing the practice: Learning to guide elementary science discussions in a practice-oriented science methods course

    Shah, Ashima Mathur

    University methods courses are often criticized for telling pre-service teachers, or interns, about the theories behind teaching instead of preparing them to actually enact teaching. Shifting teacher education to be more "practice-oriented," or to focus more explicitly on the work of teaching, is a current trend for re-designing the way we prepare teachers. This dissertation addresses the current need for research that unpacks the shift to more practice-oriented approaches by studying the content and pedagogical approaches in a practice-oriented, masters-level elementary science methods course (n=42 interns). The course focused on preparing interns to guide science classroom discussions. Qualitative data, such as video records of course activities and interns' written reflections, were collected across eight course sessions. Codes were applied at the sentence and paragraph level and then grouped into themes. Five content themes were identified: foregrounding student ideas and questions, steering discussion toward intended learning goals, supporting students to do the cognitive work, enacting teacher role of facilitator, and creating a classroom culture for science discussions. Three pedagogical approach themes were identified. First, the teacher educators created images of science discussions by modeling and showing videos of this practice. They also provided focused teaching experiences by helping interns practice the interactive aspects of teaching both in the methods classroom and with smaller groups of elementary students in schools. Finally, they structured the planning and debriefing phases of teaching so interns could learn from their teaching experiences and prepare well for future experiences. The findings were analyzed through the lens of Grossman and colleagues' framework for teaching practice (2009) to reveal how the pedagogical approaches decomposed, represented, and approximated practice throughout course activities. Also, the teacher educators

  1. Supersymmetry of elementary particles

    Sardanashvili, G.A.; Zakharov, O.A.


    Some difficulties, connected with correct application of supersymmetry mathematical tools in the field and elementary particle theory are pointed out. The role of Grassman algebra in the usual field theory and the role of Lee superalgebra in supertransformations mixing bosons and fermions are shown. Grassman algebra in the theory of supersymmetries plays a role of numerical field. A supersymmetrical model, when indexes {i} of Grassman algebra corresponding to ''color'', and indexes {α} of Lee superalgebra representations - to ''flavor'', is considered. It is marked that the problem of interpretation of Grassman algebra indexes is a key one for the theory of supersymmetries. In particular, it gives no possibility to come from the theory of supersymmetries to the usual field theory, whose indexes of Grassman algebra possess obvious physical meaning

  2. Notes on elementary particle physics

    Muirhead, William Hugh


    Notes of Elementary Particle Physics is a seven-chapter text that conveys the ideas on the state of elementary particle physics. This book emerged from an introductory course of 30 lectures on the subject given to first-year graduate students at the University of Liverpool. The opening chapter deals with pertinent terminologies in elementary particle physics. The succeeding three chapters cover the concepts of transition amplitudes, probabilities, relativistic wave equations and fields, and the interaction amplitude. The discussion then shifts to tests of electromagnetic interactions, particul

  3. Re-Conceptualizing Extra Help for High School Students in a High Standards Era.

    Balfanz, Robert; McPartland, James; Shaw, Alta

    The push for higher academic standards has resulted in an increase in the numbers of high school students needing extra help. The need for extra help is most pervasive in high-poverty areas and most high school students need extra help not in traditional basic elementary skills but in reading, mathematics, and advanced reasoning skills. Most…

  4. Help Teens Manage Diabetes

    Skip Navigation Bar Home Current Issue Past Issues Help Teens Manage Diabetes Past Issues / Spring 2008 Table ... healthy behaviors, and conflict resolution. The CST training helps diabetic teens to make good decisions when it ...

  5. Help prevent hospital errors

    ... this page: // Help prevent hospital errors To use the sharing features ... in the hospital. If You Are Having Surgery, Help Keep Yourself Safe Go to a hospital you ...

  6. Elementary number theory with programming

    Lewinter, Marty


    A successful presentation of the fundamental concepts of number theory and computer programming Bridging an existing gap between mathematics and programming, Elementary Number Theory with Programming provides a unique introduction to elementary number theory with fundamental coverage of computer programming. Written by highly-qualified experts in the fields of computer science and mathematics, the book features accessible coverage for readers with various levels of experience and explores number theory in the context of programming without relying on advanced prerequisite knowledge and con

  7. Cosmic objects and elementary particles

    Rozental, I L [AN SSSR, Moscow. Inst. Kosmicheskikh Issledovanij


    Considered are the connections between the parameters of elementary particles (mass ''size'') and the characteristics of stars (the main sequence stars, white dwarf stars and pulsars). Presented is the elementary theory of black hole radiation in the framework of which all the regularities of the process are derived. The emphiric numerical sequence connecting nucleon mass and universe constants (G, h, c) with the masses of some cosmic objects is given.

  8. Help with Hives

    ... Staying Safe Videos for Educators Search English Español Help With Hives KidsHealth / For Kids / Help With Hives What's in this article? What Are ... about what happened. The doctor can try to help figure out what might be causing your hives, ...

  9. A helping hand

    Mirjam de Klerk; Alice de Boer; Sjoerd Kooiker; Inger Plaisier; Peggy Schyns


    Original title: Hulp geboden   The help provided to people with a care need is about to undergo major changes in the Netherlands. People who need help will be expected to rely more on help from members of their network. What are the opportunities for informal carers and volunteers, and where

  10. Helping for Change

    Neuringer, Allen; Oleson, Kathryn C.


    In "Helping for Change," Allen Neuringer and Kathryn Oleson describe another strategy that individuals can use to achieve their green goals. You might ask, "How can helping someone else help me change when I'm in the habit of not fulfilling my own promises?" The authors answer that question by explaining how the social reinforcement in a helping…

  11. Curriculum Design for Inquiry: Preservice Elementary Teachers' Mobilization and Adaptation of Science Curriculum Materials

    Forbes, Cory T.; Davis, Elizabeth A.


    Curriculum materials are crucial tools with which teachers engage students in science as inquiry. In order to use curriculum materials effectively, however, teachers must develop a robust capacity for pedagogical design, or the ability to mobilize a variety of personal and curricular resources to promote student learning. The purpose of this study…

  12. Pre-Service Elementary Teachers' Scientific Literacy and Self-Efficacy in Teaching Science

    Al Sultan, Adam; Henson, Harvey, Jr.; Fadde, Peter J.


    Many educators and educational institutions worldwide have agreed that the main goal of science education is to produce a scientifically literate community. Science teachers are key to the achievement of scientific literacy at all levels of education because of the essential role they play in preparing scientifically literate individuals. Studies…

  13. An Empirical Examination of the Warfare Metaphor with Respect to Pre-Service Elementary Teachers

    Cobern, William W.; Loving, Cathleen C.; Davis, Edward B.; Terpstra, Jeff


    Since its origination in the late nineteenth century, the warfare metaphor has been used to characterize the relationship between science and religion, especially orthodox Christianity. Though thoroughly discredited by historians of science, the ideological descendants of Thomas Huxley, who spoke of science in quasi-religious terms, have kept the…

  14. The Analysis of Elementary Mathematics Preservice Teachers' Spatial Orientation Skills with SOLO Model

    Özdemir, Ahmet Sükrü; Göktepe Yildiz, Sevda


    Problem Statement: The SOLO model places responses provided by students on a certain level instead of placing students there themselves. SOLO taxonomy, including five sub-levels, is used for determining observed structures of learning outcomes in various disciplines and grade levels. On the other hand, the spatial orientation skill is the ability…

  15. The Impact of Cooperative Learning Methods on Elementary Preservice Education Teachers' Mathematics Achievement and Anxiety

    Swift, Elijah Raford, Jr.


    The purpose of this study was to address the gap in research regarding the use of cooperative learning instructional methods in college mathematics courses to prepare future teachers. Bruner's constructivist theory and social interdependence theory guided this study. The research questions focused on the effects of the use of cooperative learning…

  16. The Effects of a Model Developmental Mathematics Program on Elementary and Middle School Preservice Teachers

    Gerber, Lindsey N.


    Teacher quality is instrumental in improving student performance. Unfortunately, discrepancies between teacher preparation programs and national and state K-12 student standards have contributed to the difficult task of producing quality teachers. The contemporary mathematics education paradigm used at most colleges and universities relies on…

  17. Promoting Pre-Service Elementary Students' Understanding of Chemical Equilibrium through Discussions in Small Groups

    Bilgin, Ibrahim


    The purpose of this study was to investigate the effectiveness of small group discussion on students' conceptual understanding of chemical equilibrium. Students' understanding of chemical equilibrium concepts was measured using the Misconception Identification Test. The test consisted of 30 items and administered as pre-posttests to a total of 81…

  18. Pre-service secondary school science teachers science teaching ...


    pre-service secondary science teachers' self-efficacy beliefs with regard to gender and educational .... outcome. As a consequence, instruments for the determination of self-efficacy ...... Sex Roles: A Journal of Research, 42, 119–31. Bursal, M.

  19. Evaluation of pre-service training on integrated management of ...

    Evaluation of pre-service training on integrated management of neonatal and childhood ... and reviews of pediatric course outlines and other teaching/learning materials. ... Of the 34 programs 22 were diploma nursing, 6 Bachelor of Sciences ...

  20. Pre-service teachers' content knowledge and pedagogical content ...


    African Journal of Educational Studies in Mathematics and Sciences Vol. 13, 2017. 63 ... knowledge in teaching geometric transformation ... made more practical and that pre-service teachers should be given ample opportunity to practice.