Teaching Elements of Nature of Science: A Yearlong Case Study of a Fourth-Grade Teacher

Autor/inn/en	Akerson, Valarie; Abd-El-Khalick, Fouad
Titel	Teaching Elements of Nature of Science: A Yearlong Case Study of a Fourth-Grade Teacher
Quelle	In: Journal of Research in Science Teaching, 40 (2003) 10, S.1025-1049 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.10119
Schlagwörter	Grade 4; Case Studies; Science Instruction; Scientific Principles; Elementary School Teachers; Researchers; Videotape Recordings; Interviews; Pedagogical Content Knowledge; Teaching Methods; Teacher Motivation + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; Case study; Fallstudie; Case Study; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Researcher; Forscher; Interviewing; Interviewtechnik; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study examined and supported the efforts of Tina, an experienced elementary teacher, in helping her fourth graders internalize informed views of the inferential, tentative, and creative nature of science (NOS). Tina held informed views of, and was motivated to teach about, NOS. The study aimed to answer the following question: What specific supports were needed to enable Tina to make the target NOS elements explicit in her teaching? The lead researcher visited Tina's classroom every week and interacted with her on a continuous basis. Data sources included classroom observations and videotapes, teacher NOS questionnaires and associated interviews, teacher-researcher communications, and teacher and researcher logs. Although Tina's understandings and intentions were necessary to enable her to teach about NOS, they were not sufficient. Tina needed support to translate her NOS views and intentions into pedagogically appropriate instructional activities that would make the target NOS aspects accessible to her students. Socially mediated support was needed at the personal level in terms of helping Tina activate her tacit NOS understandings, and at the professional level in terms of modeling explicit NOS instruction in Tina's own classroom by the lead researcher. (Contains 1 table and 1 figure.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10