Preservice Early Childhood Teachers' Learning of Science in a Methods Course: Examining the Predictive Ability of an Intentional Learning Model

Autor/inn/en	Saçkes, Mesut; Trundle, Kathy Cabe
Titel	Preservice Early Childhood Teachers' Learning of Science in a Methods Course: Examining the Predictive Ability of an Intentional Learning Model
Quelle	In: Journal of Science Teacher Education, 25 (2014) 4, S.413-444 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1007/s10972-013-9355-y
Schlagwörter	Prediction; Models; Change Strategies; Preservice Teachers; Preschool Teachers; Scientific Concepts; Concept Formation; Knowledge Base for Teaching; Astronomy; Metacognition; Science Instruction; Motivation; Beliefs; Cognitive Processes; Intentional Learning + Suchen Sie Ihr Suchwort? Vorhersage; Analogiemodell; Lösungsstrategie; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Concept learning; Begriffsbildung; Teaching theory; Theory of teaching; Unterrichtstheorie; Astronomie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; psychologische; Motivation (psychologisch); Belief; Glaube; Cognitive process; Kognitiver Prozess; Intentionales Lernen
Abstract	This study investigated the predictive ability of an intentional learning model in the change of preservice early childhood teachers' conceptual understanding of lunar phases. Fifty-two preservice early childhood teachers who were enrolled in an early childhood science methods course participated in the study. Results indicated that the use of metacognitive strategies facilitated preservice early childhood teachers' use of deep-level cognitive strategies, which in turn promoted conceptual change. Also, preservice early childhood teachers with high motivational beliefs were more likely to use cognitive and metacognitive strategies. Thus, they were more likely to engage in conceptual change. The results provided evidence that the hypothesized model of intentional learning has a high predictive ability in explaining the change in preservice early childhood teachers' conceptual understandings from the pre to post-interviews. Implications for designing a science methods course for preservice early childhood teachers are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10