Learning to Teach Elementary Science in an Experiential, Informal Context: Culture, Learning, and Identity

Autor/inn/en	Wallace, Carolyn S.; Brooks, Lori
Titel	Learning to Teach Elementary Science in an Experiential, Informal Context: Culture, Learning, and Identity
Quelle	In: Science Education, 99 (2015) 1, S.174-198 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
Schlagwörter	Science Education; Teacher Educators; Elementary School Science; Methods Courses; Teacher Education Programs; Summer Programs; Kindergarten; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Case Studies; Constructivism (Learning); Ethnography; Attitude Measures; Preservice Teachers; Personal Autonomy; Teacher Collaboration; Teacher Student Relationship; Experiential Learning + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Methodisch-didaktische Anleitung; Sommerkurs; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Case study; Fallstudie; Case Study; Ethnografie; Individuelle Autonomie; Lehrerkooperation; Teacher student relationships; Lehrer-Schüler-Beziehung; Experiental learning; Erfahrungsorientiertes Lernen
Abstract	Lack of time for teaching science in traditional classroom placements in the United States has led some science teacher educators to provide practice teaching time for elementary education students in informal science settings. The purposes of this study were to describe the culture of one science methods course taught in conjunction with a K-7 summer science camp and explore how the science teaching identities of three case-study students developed in this culture. Theoretical frameworks included situated learning (J. S. Brown, A. Collins, & P. Duguid, 1989), professional identity development (M. B. Brewer & W. Gardner, 1996), and a pragmatic approach to constructivist learning theory (P. Cobb, 1994). An ethnographic study was used to determine meaning from the participants' points of view. Results indicated that preservice teacher autonomy, peer collaboration, and close relationships with children were key features of the culture of the methods course. One case-study participant with an initial identity who favored a constructivist approach found opportunities to try out this approach and learn how it might be implemented. The second case-study student began the course with only a vague sense of her own science identity and tended to adopt identity elements similar to those of peers in her group. The third case-study student appeared to experience less dissonance between her initial science teacher identity and other possible identities, enhancing her disposition to meet the needs of all diverse children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10