Preservice Science Teachers' Practices of Critiquing and Revising 5E Lesson Plans

Autor/inn/en	Namdar, Bahadir; Kucuk, Mehmet
Titel	Preservice Science Teachers' Practices of Critiquing and Revising 5E Lesson Plans
Quelle	In: Journal of Science Teacher Education, 29 (2018) 6, S.468-484 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Namdar, Bahadir)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2018.1469188
Schlagwörter	Preservice Teachers; Preservice Teacher Education; Science Teachers; Teacher Education Programs; Foreign Countries; Teaching Models; Active Learning; Inquiry; Instructional Materials; Lesson Plans; Science Education; Middle School Teachers; Turkey + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Ausland; Lehrmodell; Aktives Lernen; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lesson planning; Unterrichtsplanung; Naturwissenschaftliche Bildung; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Türkei
Abstract	The purpose of this study was to investigate and better understand preservice science teachers' (PSTs') practices when critiquing and revising 5E (engage, explore, explain, elaborate, and evaluate) lesson plans. A single instrumental case study approach was used. The study was conducted at a public university in northeastern Turkey. The participants, chosen using a convenience sampling method, were 51 second-year PSTs. They were asked to create 5E lesson plans on a given objective in a total of 20 groups of two to three. Then each group was asked to present its plans while other groups critiqued each step of the 5E lesson plans presented. Data sources were the participants' written critique forms and the lesson plans that they created in their groups. Data were analyzed using content analysis and a rubric for the inquiry orientation of each lesson plan. Findings indicated that the PSTs made both structural and procedural critiques of the 5E lesson plans. Three of the most repeated critiques were a lack of scientifically oriented questions, a lack of alternative assessment, and a lack of gathering and analyzing data. The participants adopted some critiques on the essential features of inquiry and inquiry orientation of the lesson plans, such as formulating explanations. However, they failed to address critiques on organizing data and evaluating explanations by considering alternative explanations. After the critique activity, the inquiry orientations of half of the lesson plans increased. Implications for science teacher education concerning the 5E lesson plan critique activities are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01