Teaching Nature of Science Explicitly in a First-Grade Internship Setting

Autor/inn/en	Akerson, Valarie L.; Volrich, Morgan L.
Titel	Teaching Nature of Science Explicitly in a First-Grade Internship Setting
Quelle	In: Journal of Research in Science Teaching, 43 (2006) 4, S.377-394 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.20132
Schlagwörter	Teaching Methods; Grade 1; Preservice Teachers; Scientific Principles; Case Studies; Science Instruction; Elementary Education; Classroom Research; Pedagogical Content Knowledge; Student Attitudes; Attitude Change; Preservice Teacher Education; Higher Education + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; School year 01; 1. Schuljahr; Schuljahr 01; Case study; Fallstudie; Case Study; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Elementarunterricht; Pädagogische Kompetenz; Schülerverhalten; Attitudinal change; Einstellungsänderung; Lehramtsstudiengang; Lehrerausbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	This case study focused on a preservice teachers' (Morgan) efforts to explicitly emphasize nature of science (NOS) elements in her first-grade internship classroom. The study assessed the change in first grade students' views of the inferential, tentative, and creative NOS as a result of the explicit instruction. Morgan held appropriate views of NOS, had the intention and motivation to teach NOS, and had a supporting experience explicitly emphasizing NOS embedded in physics content to peer college students. Data sources included weekly classroom observations of explicit NOS science lessons taught by Morgan, interview of Morgan to determine that her views of NOS were informed and that she would have the NOS content knowledge to teach in line with recommended reforms, and interviews of the first grade students pre- and post-instruction to determine the influence of Morgan's instruction on their views of observation and inference, the tentative NOS, and the creative and imaginative NOS. Data were analyzed to determine (a) the approaches Morgan used to emphasize NOS in her instruction, and (b) students' views of NOS pre- and post-instruction to track change in their views. It was found that Morgan was able to explicitly emphasize NOS using three teacher-designed methods, and that the influence on student views of the inferential, tentative, and creative NOS was positive. Implications for teacher development are provided. (Author).
Anmerkungen	John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10