Teacher Candidates' Perceptions Regarding the Integration of Fictional Literature into Elementary Science Instruction

Autor/in	Everman, Daphne Jane
Titel	Teacher Candidates' Perceptions Regarding the Integration of Fictional Literature into Elementary Science Instruction
Quelle	(2016), (238 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Texas State University - San Marcos
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3696-8426-1
Schlagwörter	Hochschulschrift; Dissertation; Elementary School Science; Science Instruction; Integrated Curriculum; Student Teacher Attitudes; Beliefs; Fiction; Q Methodology; Class Activities; Prior Learning; Teaching Methods; Knowledge Base for Teaching; Educational Practices + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Belief; Glaube; Fiktion; Vorkenntnisse; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching theory; Theory of teaching; Unterrichtstheorie; Bildungspraxis
Abstract	The purpose of this study was to investigate the thoughts, feelings, and beliefs held by teacher candidates (TCs) regarding the integration of fictional literature into elementary science instruction. Data were collected in the forms of a Q sort completed by two sections of TCs as an in-class activity, demographics and background information filled out by each participant, and two focus groups. The data were analyzed through a blend of Q methodology and Yin's five phase analysis approach (2011), and a constructivist framework was used to analyze the potential impact TCs' background had on their perceptions of the use of fictional literature in elementary science. Key findings indicated that while many TCs have limited backgrounds in the use of fictional literature during science and would like more information about how to use it, overall, there was strong support for its use as a science teaching tool because it makes science more approachable, builds excitement, and encourages students to become more engaged. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01