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Gao, Su; Hall, Jonathan L.; Zygouris-Coe, Vassiliki; Grysko, Rebeca A. – Electronic Journal for Research in Science & Mathematics Education, 2022
The shift to student engagement in scientific and engineering practices to learn science provides opportunities for science learning and language learning to occur in tandem. These opportunities also pose new challenges for elementary pre-service teachers (PSTs) since literacy methods courses have been presented separately from science methods…
Descriptors: Science Education, Methods Courses, Elementary School Teachers, Preservice Teachers
Ayça K. Fackler – Journal of Science Teacher Education, 2025
While recent research has examined students' and teachers' understanding of models and modeling, few studies have focused on how teacher educators can support preservice elementary science teachers in envisioning enriched learning processes and outcomes for their students while engaging in modeling practices. Informed by reflective practices…
Descriptors: Preservice Teachers, Science Teachers, Science Instruction, Methods Courses
Goyer, Alysia – ProQuest LLC, 2023
Algebraic thinking is an essential component of the K-12 mathematics curriculum. Early algebra focuses on the overall numeric structure (Kaput, 2008; Kieran,2018; Kieran et al., 2016) which focuses on the noticing of arithmetic patterns leading to generalizations supported by justification, reasoning and justifications (Blanton, 2008; Blanton et…
Descriptors: Mathematics Instruction, Technological Literacy, Pedagogical Content Knowledge, Algebra
Maiorca, Cathrine; Mohr-Schroeder, Margaret J. – School Science and Mathematics, 2020
Science, technology, engineering, and mathematics (STEM) integration is a desired outcome according to Next Generation Science Standards. However, learning to teach integrated STEM content has been challenging for teachers. Consequently, the purpose of this qualitative study was to describe how 16 preservice teachers enrolled in a mathematics…
Descriptors: STEM Education, Engineering Education, Preservice Teachers, Integrated Activities
Kinskey, Melanie – Journal of Science Teacher Education, 2023
Literature suggests the transfer of understanding the nature of science to instructional practice requires preservice teachers to value teaching about the nature of science. Despite decades of research developing preservice teachers' views of nature of science, there is still a disconnect between their understanding and instructional practice.…
Descriptors: Science Instruction, Teaching Methods, Scientific Principles, Science Teachers
Mi Yeon Lee; Ji-Eun Lee – North American Chapter of the International Group for the Psychology of Mathematics Education, 2023
This study investigated how 155 pre-service teachers solved three pattern generalization problems in a two-part written test and sequenced them for teaching purposes to demonstrate their curricular noticing. Participants' solutions were analyzed using inductive content analysis, which showed that only 8.4% of PSTs produced correct answers to all…
Descriptors: Preservice Teachers, Teacher Education Programs, Problem Solving, Mathematics Curriculum
Karthigeyan Subramaniam – Journal of Education for Teaching: International Research and Pedagogy, 2024
The purpose of this study was on understanding and interpreting five minoritised pre-service teachers' past educational experiences that impacted their first-time science microteaching experiences in a science teaching methods course. The study is unique because it illuminates and contributes to the literature on the importance of minoritised…
Descriptors: Science Instruction, Teaching Methods, Microteaching, Teaching Experience
Bennion, Adam; Davis, Elizabeth A. – Journal of Science Teacher Education, 2023
Preservice elementary teachers need to be able to engage young students in science practices but may not have extensive experiences with those practices. They also may have contrasting beliefs about them, which inform their teaching practice. To understand preservice teachers' beliefs related to science practices, we focus on the connections they…
Descriptors: Preservice Teachers, Elementary School Teachers, Student Attitudes, Teacher Education Programs
Subramaniam, Karthigeyan – Journal of Science Teacher Education, 2022
This study investigated the nature of the pedagogical content knowledge (PCK) development among 22 prospective teachers enrolled in an elementary science methods course. The nature of prospective teachers' PCK development was investigated in relation to their experiences in planning, enacting, and reflecting upon a Physical science lesson. The…
Descriptors: Preservice Teachers, Science Teachers, Pedagogical Content Knowledge, Teaching Methods
Earnest, Darrell; Amador, Julie M. – Journal of Mathematics Teacher Education, 2019
Curriculum materials are integral to the mathematics classroom, yet little is known about how teachers read curriculum in order to envision enactment. Through an assignment involving an approximation of actual teaching practice, we investigated prospective teachers' documentational genesis (Pepin et al. in ZDM 45:929-943, 2013) from curriculum…
Descriptors: Preservice Teachers, Elementary School Teachers, Mathematics Instruction, Assignments
Kartal, Tezcan; Dilek, Irem – Journal of Education in Science, Environment and Health, 2021
This study investigated preservice elementary science teachers' TPACK development throughout a science teaching method course. The pretest-posttest control group was used in the study. At the end of the study, a self-reported TPACK measure was administered to the experimental (n=26) and control (n=23) groups. The experimental group learned about…
Descriptors: Preservice Teachers, College Seniors, Late Adolescents, Science Education
Jon D. Davis; Fnu Pujiyanto – North American Chapter of the International Group for the Psychology of Mathematics Education, 2023
This study examined the effect of a teaching mathematics with technology course on preservice elementary teachers' (PSETs) and preservice secondary mathematics teachers' (PSTs) beliefs about teaching with technology and beliefs about the nature of learning and teaching mathematics. All preservice teachers enrolled in the methods course engaged in…
Descriptors: Methods Courses, Outcomes of Education, Teaching Methods, Technology Integration
Quinlan, Catherine L. – International Journal of Science Education, 2020
Argumentation research often addresses the nature of argumentation as a complex set of procedures that can aid learning of complex scientific knowledge and practices. Thus, studies might look at transfer of knowledge and processes to specific science domains or to other types of procedural knowledge, such as teacher implementation in the…
Descriptors: Preservice Teachers, Lesson Plans, Transfer of Training, Persuasive Discourse
Seiki, Sumer; Domínguez, Daniela; Asato, Jolynn – LEARNing Landscapes, 2021
In this case study, we explore ways to prepare preservice teachers to translate theory into practice and make science curriculum accessible through familial curriculum. Using her "Family Science Lesson Planning" assignment sequence, Sumer taught preservice teachers the theory of transformative curriculum making (Seiki, 2016), and guided…
Descriptors: Science Instruction, Preservice Teachers, Preservice Teacher Education, Science Curriculum
Cormas, Peter C.; Middlemiss, Samantha – School Science and Mathematics, 2019
Mathematics and science have similar learning processes (SLPs) and it has been proposed that courses focused on these and other similarities promote transfer across disciplines. However, it is not known how the use of these processes in lessons taught to children change throughout a preservice teacher education course or which are most likely to…
Descriptors: Preservice Teachers, Elementary Education, Elementary School Science, Elementary School Mathematics