A Project-Based Learning Approach to Teaching Physics for Pre-Service Elementary School Teacher Education Students

Autor/in	Goldstein, Olzan
Titel	A Project-Based Learning Approach to Teaching Physics for Pre-Service Elementary School Teacher Education Students
Quelle	In: Cogent Education, 3 (2016) 1, Artikel 1200833 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2016.1200833
Schlagwörter	Student Projects; Intercultural Communication; Course Content; Teaching Methods; Interpersonal Communication; Physics; Preservice Teachers; Student Attitudes; Elementary School Teachers; Teacher Education; Science Instruction; Student Motivation; Self Efficacy; College Faculty; Instructional Effectiveness; Foreign Countries; Constructivism (Learning); Phenomenology; Questionnaires; Semi Structured Interviews; Journal Writing; Teacher Attitudes; Pedagogical Content Knowledge; Qualitative Research; Israel + Suchen Sie Ihr Suchwort? Schulprojekt; Interkulturelle Kommunikation; Kursprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Interpersonale Kommunikation; Physik; Schülerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerausbildung; Lehrerbildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schulische Motivation; Self-efficacy; Selbstwirksamkeit; Fakultät; Unterrichtserfolg; Ausland; Phenomenological psychology; Phänomenologie; Psychologie; Fragebogen; Zeitschriftenaufsatz; Lehrerverhalten; Pädagogische Kompetenz; Qualitative Forschung
Abstract	This paper describes the impact of the project-based learning (PBL) approach on learning and teaching physics from the perspective of pre-service elementary school teacher education students and an instructor. This approach promoted meaningful learning (mainly in the scope of projects), higher motivation, and active involvement of students in learning during the entire course. It improved students' attitudes towards learning physics, reducing fear, and increasing their self-efficacy and enjoyment of learning. This approach developed essential learning and collaborative skills, and strengthened interpersonal and intercultural interactions among all. Implementing PBL raised several challenges: the tension between the quality of learning and the scope of the course content and the necessity to combine a variety of teaching methods to meet students' learning needs. The paper describes advantages and difficulties from the perspectives of both students and the instructor. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01