Literaturnachweis - Detailanzeige
Autor/inn/en | Çalik, Muammer; Turan, Burçin; Coll, Richard Kevin |
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Titel | A Cross-Age Study of Elementary Student Teachers' Scientific Habits of Mind Concerning Socioscientific Issues |
Quelle | In: International Journal of Science and Mathematics Education, 12 (2014) 6, S.1315-1340 (26 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1571-0068 |
DOI | 10.1007/s10763-013-9458-0 |
Schlagwörter | Student Teachers; Elementary School Teachers; Science and Society; Cognitive Processes; Comparative Analysis; Foreign Countries; Science Education; Mathematics Education; Elementary Education; Social Sciences; Surveys; Preservice Teacher Education; Turkey Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Cognitive process; Kognitiver Prozess; Ausland; Naturwissenschaftliche Bildung; Mathematische Bildung; Elementarunterricht; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Survey; Umfrage; Befragung; Lehramtsstudiengang; Lehrerausbildung; Türkei |
Abstract | In this study, we investigated elementary student teachers' scientific habits of mind for a series of socioscientific issues, and compared their views with respect to academic performance and type of programme. The sample consisted of 1,600 student teachers from science education, mathematics education, primary teacher education and social science education programmes (100 student teachers from each grade) at a Turkish University in the fall semester of the 2010-2011 school year. The data were obtained from the Scientific Habits of Mind Survey consisting of 32 items which had been previously validated, in this setting. The findings suggested that the teacher education programmes need to help student teachers grasp better scientific thinking as measured via scientific habits of mind if they are to engage more effectively in decision-making and discussion of socioscientific issues in their classrooms. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |