A Video-Based Measure of Preservice Teachers' Abilities to Predict Elementary Students' Scientific Reasoning

Autor/inn/en	Akerson, Valarie L.; Carter, Ingrid S.; Park Rogers, Meredith A.; Pongsanon, Khemmawadee
Titel	A Video-Based Measure of Preservice Teachers' Abilities to Predict Elementary Students' Scientific Reasoning
Quelle	In: International Journal of Education in Mathematics, Science and Technology, 6 (2018) 1, S.79-92 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2147-611X
Schlagwörter	Video Technology; Preservice Teachers; Mixed Methods Research; Prediction; Science Process Skills; Thinking Skills; Logical Thinking; Pedagogical Content Knowledge; Science Instruction; Elementary School Teachers; Field Experience Programs; Scientific Principles; Pretests Posttests; Science Teachers; Grade 4; Mathematics Instruction; Teacher Education Programs; Mathematics Teachers; Interviews; Formative Evaluation + Suchen Sie Ihr Suchwort? Vorhersage; Denkfähigkeit; Pädagogische Kompetenz; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Praxisnahes Lernen; Science; Science teacher; Wissenschaft; School year 04; 4. Schuljahr; Schuljahr 04; Mathematics lessons; Mathematikunterricht; Mathematics; Mathematik; Interviewing; Interviewtechnik
Abstract	In this mixed methods study, the researchers developed a video-based measure called a "Prediction Assessment" to determine preservice elementary teachers' abilities to predict students' scientific reasoning. The instrument is based on teachers' need to develop pedagogical content knowledge for teaching science. Developing a knowledge base for aiding teachers in their abilities to predict students' scientific reasoning promotes student learning because it enables teachers to understand students' current conceptions and to be able to build lessons to improve upon those ideas. To determine whether preservice teachers are improving in their abilities to predict scientific reasoning it is necessary to have an instrument that can measure their current abilities and then to measure whether those abilities improve through instruction. In the second part of this study the authors used the prediction assessment to determine whether the traditional or new (Iterative Model Building, or IMB) field experience improved preservice elementary teachers' abilities to make reasonable predictions of student scientific reasoning. It was found that though preservice teachers in both the traditional and IMB field experience approaches improved their abilities to make predictions, there was a greater number in the IMB group who made reasonable predictions and based those predictions on student reasoning. (As Provided).
Anmerkungen	International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. e-mail: ijermst@gmail.com; Web site: http://ijemst.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01