Fostering Second Graders' Scientific Explanations: A Beginning Elementary Teacher's Knowledge, Beliefs, and Practice

Autor/inn/en	Beyer, Carrie J.; Davis, Elizabeth A.
Titel	Fostering Second Graders' Scientific Explanations: A Beginning Elementary Teacher's Knowledge, Beliefs, and Practice
Quelle	In: Journal of the Learning Sciences, 17 (2008) 3, S.381-414 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1050-8406
Schlagwörter	Student Teaching; Grade 2; Teaching Methods; Knowledge Base for Teaching; Elementary School Science; Elementary School Teachers; Teaching Experience; Scientific Literacy; Interviews; Scientific Concepts; Concept Teaching; Teacher Attitudes; Science Instruction; Teacher Role; Phenomenology + Suchen Sie Ihr Suchwort? Teaching practice; Unterrichtspraxis; School year 02; 2. Schuljahr; Schuljahr 02; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching theory; Theory of teaching; Unterrichtstheorie; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Interviewing; Interviewtechnik; Lehrerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrerrolle; Phenomenological psychology; Phänomenologie; Psychologie
Abstract	Teaching science as explanation is fundamental to reform efforts but is challenging for teachers--especially new elementary teachers, for whom the complexities of teaching are compounded by high demands and little classroom experience. Despite these challenges, few studies have characterized the knowledge, beliefs, and instructional practices that support or hinder teachers from engaging their students in building explanations. To address this gap, this study describes the understandings, purposes, goals, practices, and struggles of one third-year elementary teacher with regard to fostering students' explanation construction. Analyses showed that the teacher had multiple understandings of scientific explanations, believed that fostering students' explanations was important for both teachers and students, and enacted instructional practices that provided opportunities for students to develop explanations. However, she did not consistently take up explanation as a goal in her practice, in part because she did not see explanation construction as a strategy for facilitating the development of students' content knowledge or as an educational goal in its own right. These findings inform the field's understanding of teacher knowledge and practice with regard to one crucial scientific practice and have implications for research on teachers and inquiry-oriented science teaching, science teacher education, and curriculum materials development. (Contains 2 tables.) (As Provided).
Anmerkungen	Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10