Giving Priority to Evidence in Science Teaching: A First-Year Elementary Teacher's Specialized Practices and Knowledge

Autor/inn/en	Avraamidou, Lucy; Zembal-Saul, Carla
Titel	Giving Priority to Evidence in Science Teaching: A First-Year Elementary Teacher's Specialized Practices and Knowledge
Quelle	In: Journal of Research in Science Teaching, 42 (2005) 9, S.965-986 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.20081
Schlagwörter	Investigations; Preservice Teacher Education; Science Instruction; Beginning Teachers; Elementary Education; Elementary School Science; Pedagogical Content Knowledge; Case Studies; Teaching Methods; Scientific Principles; Influences + Suchen Sie Ihr Suchwort? Untersuchung; Lehramtsstudiengang; Lehrerausbildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Junior teacher; Junglehrer; Elementarunterricht; Pädagogische Kompetenz; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Influence; Einfluss; Einflussfaktor
Abstract	The purpose of this qualitative case study was to examine the nature of a first-year elementary teacher's specialized practices and knowledge for giving priority to evidence in science teaching and to explore the possible sources from which this knowledge was generated. Data included three audiotaped interviews, six videotaped classroom observations, lesson plans, and samples of students' work. The findings of this study reveal that the teacher gave priority to evidence by frequently engaging students in collecting evidence through observations and investigations, recording and representing evidence, and using that evidence to construct explanations. The findings of this study also illustrate that critical experiences during preparation to teach and specific university coursework acted as sources through which the teacher's specialized knowledge for giving priority to evidence was generated. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10