東華大學圖書館 |

Knowledge and Use of the Science Practices from a Content Course to Student Teaching : = A Study of Preservice Elementary Teachers.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Knowledge and Use of the Science Practices from a Content Course to Student Teaching :/
其他題名:	A Study of Preservice Elementary Teachers.
作者:	Bennion, Adam.
面頁冊數:	1 online resource (274 pages)
附註:	Source: Dissertations Abstracts International, Volume: 83-05, Section: A.
Contained By:	Dissertations Abstracts International83-05A.
標題:	Science education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28845213click for full text (PQDT)
ISBN:	9798471101302

Knowledge and Use of the Science Practices from a Content Course to Student Teaching : = A Study of Preservice Elementary Teachers.
Bennion, Adam.

Knowledge and Use of the Science Practices from a Content Course to Student Teaching :A Study of Preservice Elementary Teachers. - 1 online resource (274 pages)

Source: Dissertations Abstracts International, Volume: 83-05, Section: A.

Thesis (Ph.D.)--University of Michigan, 2021.

Includes bibliographical references

The National Research Council developed a framework for science education that has become an important element in current reform efforts in science education. A major component of this framework is a set of science practices meant to be integrated with disciplinary core ideas to provide students authentic learning experiences. To better understand the connection between science practices and teaching, this study examines the knowledge and use of the practices by a group of preservice elementary teachers. While many studies have researched the practices individually or in small sets, few have looked at the practices holistically. Those that have, examined preservice teachers' knowledge and teaching either in their methods course, or a little beyond that into their first years of teaching. This dissertation addresses this gap by looking at several science practices and tracking a group of preservice elementary teachers' engagement, knowledge, and teaching with the science practices from a physics course, through a methods course, and into student teaching. Using qualitative methods, this longitudinal study draws on lab work, participant generated lesson plans, interviews, and videorecords of teaching enactments to understand the preservice teachers' experiences and knowledge. This study follows nine participants drawn from a group of 30 preservice elementary teachers enrolled in a science methods course and who took physics either that academic year or the year before. Four of the nine continued with the study into their student teaching. To evaluate the participants' engagement, knowledge, and use of the practices in teaching, I developed a set of rubrics to determine their level of sophistication. The participants engaged in the practices at a novice level, which was consistent with their prior experiences. For every practice, the participants understood the practices with more sophistication than they were able to engage in them. This suggests that their knowledge of the practices did not constrain their engagement. The participants' lesson planning and teaching sophistication scores were a measure of how appropriately they incorporated the practices into their lessons, aligned the practices with the subject matter, and considered the age and grade level of their students. From the beginning to the end of the study, the participants' sophistication in planning and teaching increased for three of four practices. These findings suggest that teacher educators should consider the experiences their preservice teachers have had with the science practices. For example, many preservice elementary teachers have had few experiences with modeling, especially designing their own models. Their experiences with modeling in the physics course likely increased their knowledge of the practice, and while they did not use it often in their teaching, they did so at a strong level. Second, teacher educators should consider the possible positive effects that content courses can have when they are included within the contextual discourses of the teacher preparation program. This is especially true for elementary programs that are already pressed for time. The preservice teachers' knowledge and understanding of the practices can influence how they teach with the practices. For example, if they have a limited understanding of a practice (e.g., Data Analysis & Mathematical Thinking), they might use the practice less often with their students, or they could overestimate the abilities of their students with a practice based on their own knowledge and experience with the practice.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798471101302Subjects--Topical Terms:

521340
Science education.
Subjects--Index Terms:

Science PracticesIndex Terms--Genre/Form:

542853
Electronic books.

Knowledge and Use of the Science Practices from a Content Course to Student Teaching : = A Study of Preservice Elementary Teachers.
LDR:05052nmm a2200397K 4500 001 2355759
005 20230523083425.5
006 m o d
007 cr mn ---uuuuu
008 241011s2021 xx obm 000 0 eng d
020 $a 9798471101302
035 $a (MiAaPQ)AAI28845213
035 $a (MiAaPQ)umichrackham003622
035 $a AAI28845213
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Bennion, Adam. $3 3696202
245 1 0 $a Knowledge and Use of the Science Practices from a Content Course to Student Teaching : $b A Study of Preservice Elementary Teachers.
264 0 $c 2021
300 $a 1 online resource (274 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 83-05, Section: A.
500 $a Advisor: Davis, Elizabeth A.
502 $a Thesis (Ph.D.)--University of Michigan, 2021.
504 $a Includes bibliographical references
520 $a The National Research Council developed a framework for science education that has become an important element in current reform efforts in science education. A major component of this framework is a set of science practices meant to be integrated with disciplinary core ideas to provide students authentic learning experiences. To better understand the connection between science practices and teaching, this study examines the knowledge and use of the practices by a group of preservice elementary teachers. While many studies have researched the practices individually or in small sets, few have looked at the practices holistically. Those that have, examined preservice teachers' knowledge and teaching either in their methods course, or a little beyond that into their first years of teaching. This dissertation addresses this gap by looking at several science practices and tracking a group of preservice elementary teachers' engagement, knowledge, and teaching with the science practices from a physics course, through a methods course, and into student teaching. Using qualitative methods, this longitudinal study draws on lab work, participant generated lesson plans, interviews, and videorecords of teaching enactments to understand the preservice teachers' experiences and knowledge. This study follows nine participants drawn from a group of 30 preservice elementary teachers enrolled in a science methods course and who took physics either that academic year or the year before. Four of the nine continued with the study into their student teaching. To evaluate the participants' engagement, knowledge, and use of the practices in teaching, I developed a set of rubrics to determine their level of sophistication. The participants engaged in the practices at a novice level, which was consistent with their prior experiences. For every practice, the participants understood the practices with more sophistication than they were able to engage in them. This suggests that their knowledge of the practices did not constrain their engagement. The participants' lesson planning and teaching sophistication scores were a measure of how appropriately they incorporated the practices into their lessons, aligned the practices with the subject matter, and considered the age and grade level of their students. From the beginning to the end of the study, the participants' sophistication in planning and teaching increased for three of four practices. These findings suggest that teacher educators should consider the experiences their preservice teachers have had with the science practices. For example, many preservice elementary teachers have had few experiences with modeling, especially designing their own models. Their experiences with modeling in the physics course likely increased their knowledge of the practice, and while they did not use it often in their teaching, they did so at a strong level. Second, teacher educators should consider the possible positive effects that content courses can have when they are included within the contextual discourses of the teacher preparation program. This is especially true for elementary programs that are already pressed for time. The preservice teachers' knowledge and understanding of the practices can influence how they teach with the practices. For example, if they have a limited understanding of a practice (e.g., Data Analysis & Mathematical Thinking), they might use the practice less often with their students, or they could overestimate the abilities of their students with a practice based on their own knowledge and experience with the practice.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Science education. $3 521340
650 4 $a Education. $3 516579
650 4 $a Teacher education. $3 3172312
650 4 $a Physical education. $3 635343
653 $a Science Practices
653 $a Student teaching
653 $a Preservice teacher
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0515
690 $a 0714
690 $a 0530
690 $a 0523
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a University of Michigan. $b Educational Studies. $3 2098421
773 0 $t Dissertations Abstracts International $g 83-05A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28845213 $z click for full text (PQDT)