Department-Level Representations: A New Approach to the Study of Science Teacher Cognition

Autor/inn/en	Hutner, Todd L.; Markman, Arthur B.
Titel	Department-Level Representations: A New Approach to the Study of Science Teacher Cognition
Quelle	In: Science Education, 100 (2016) 1, S.30-56 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21186
Schlagwörter	Science Teachers; Science Instruction; Schemata (Cognition); Models; Social Influences; Cognitive Processes; Data Collection; Evidence; Prediction; Research Methodology; Research Needs; Teaching Methods; Teacher Education; Instructional Improvement; Educational Research + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Cognition; Schema; Kognition; Analogiemodell; Sozialer Einfluss; Cognitive process; Kognitiver Prozess; Data capture; Datensammlung; Evidenz; Vorhersage; Research method; Forschungsmethode; Forschungsbedarf; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerausbildung; Lehrerbildung; Unterrichtsqualität; Bildungsforschung; Pädagogische Forschung
Abstract	Research on science teacher cognition is important as findings from this research can be used to improve teacher training, leading to improved classroom practice. Previous research has often relied on two underlying assumptions: Cognition is an individual process, and these processes are detailed and introspective. In this paper, we put forth a complimentary model of cognition, drawing from theoretical assumptions suggesting (1) there exist social influences on the cognition of individuals and (2) cognitive processes are often less introspective than previously assumed. We then detail a method of data collection that we used to gather evidence in support of our complimentary model of teacher cognition. Results are consistent with the theoretical predictions of this model, suggesting the cognition of science teachers may be shaped by social and implicit influences. We then provide implications of our data collection method and theoretical framework. Finally, we provide directions for future research. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01