Literaturnachweis - Detailanzeige
| Autor/inn/en | Jones, M.Gail; Carter, Glenda; Rua, Melissa J. |
|---|---|
| Titel | Children's Concepts: Tools for Transforming Science Taechers' Knowledge. |
| Quelle | In: Science education, 83 (1999) 5, S. 545-557Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0036-8326 |
| Schlagwörter | Pädagogik; Wissen; Tagebuch; Beziehung; Rollenverständnis; Unzufriedenheit; Verhalten; Vorstellung (Psy); Soziale Rolle; Kind; Primarbereich; Sekundarbereich; Lehrerrolle; Concept Map; Naturwissenschaften; Konstruktivismus; Elektrizität; Licht; Physik; Schall; Haltung; Fortbildung; Konzept; Portfolio; Praxis; Vernetzung; Wachstum |
| Abstract | This study examined the roles that students' science concepts play in moting teachers' professional growth. Two cohorts of teachers (N=26 and 30) participated in the study as a part of a constructivist-based graduate course on elemantary and middle school science methods. A modified learning cycle was used during course instruction as a framework for teachers to explore sound, light, and electricity. Data on teachers' pedagogical and conceptual growth was obtained from pre- and postconcept maps, journal reflections, and portfolios. Results of the concept map analysis showed that teachers' maps became more integrated and cohesive as seen in the encrease of crosslinks, hierarchies, and relationships drawn for each science topic. The journals and portfolios showed that students' science kmowledge served as discrepant events that evoked teachers' dissatisfaction with their own content knowledge and motivated them to reconsider their pedagogical practises. Students' concepts also served as change agents, resulting in changes is teachers' views of their role and instructional behaviors. |
| Erfasst von | Arbeitsgruppe Didaktik der Physik, Universität Kassel |
| Update | 2001_(CD) |
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