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Curious Children and Knowledgeable Adults -- Early Childhood Student-Teachers' Species Identification Skills and Their Views on the Importance of Species Knowledge
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Skarstein, Tuula H.; Skarstein, Frode – International Journal of Science Education, 2020
This study investigates early childhood (EC) student-teachers' species identification skills and their views on the importance of species knowledge. The study used a mixed methods approach, including a species identification test and a questionnaire, and involved 186 Norwegian EC student-teachers. Our results reveal that species knowledge of…
Descriptors: Early Childhood Education, Early Childhood Teachers, Preservice Teachers, Knowledge Level
Inquiry-Based Instruction with Archived, Online Data: An Intervention Study with Preservice Teachers
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Ucar, Sedat; Trundle, Kathy Cabe; Krissek, Lawrence – Research in Science Education, 2011
This mixed methods study described preservice teachers' conceptions of tides and explored the efficacy of integrating online data into inquiry-based instruction. Data sources included a multiple-choice assessment and in-depth interviews. A total of 79 participants in secondary, middle, and early childhood teacher education programs completed the…
Descriptors: Preservice Teachers, Intervention, Teacher Education Programs, Astronomy
Examining Preservice Science Teacher Understanding of Nature of Science: Discriminating Variables on the Aspects of Nature of Science
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Jones, William I. – ProQuest LLC, 2010
This study examined the understanding of nature of science among participants in their final year of a 4-year undergraduate teacher education program at a Midwest liberal arts university. The Logic Model Process was used as an integrative framework to focus the collection, organization, analysis, and interpretation of the data for the purpose of…
Descriptors: Participant Characteristics, Majors (Students), Teacher Education Curriculum, Teacher Education Programs
Relationships between Prospective Elementary Teachers' Classroom Practice and Their Conceptions of Biology and of Teaching Science.
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Meyer, Helen; Tabachnick, B. Robert; Hewson, Peter W.; Lemberger, John; Park, Hyun-Ju – Science Education, 1999
Discusses three prospective elementary teachers' conceptions of teaching science and selected portions of their knowledge base in life science. Explores how these teachers' conceptions, along with their teaching actions, developed during the course of a teacher-education program. Contains 21 references. (Author/WRM)
Descriptors: Biological Sciences, Educational Experience, Elementary Education, Higher Education
Relationships between Prospective Secondary Teachers' Classroom Practice and Their Conceptions of Biology and of Teaching Science.
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Lemberger, John; Hewson, Peter W.; Park, Hyun-Ju – Science Education, 1999
Discusses three prospective secondary biology teachers' conceptions of teaching science and selected portions of their knowledge base in biology. Explores how these teachers' conceptions, along with their teaching actions, developed during the course of a teacher-education program. Contains 31 references. (Author/WRM)
Descriptors: Biological Sciences, Educational Experience, Higher Education, Knowledge Base for Teaching
Exploring the Development of Student Teachers' PCK of the Multiple Meanings of Chemistry Topics
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De Jong, Onno; Van Driel, Jan – International Journal of Science and Mathematics Education, 2004
In chemical education, many secondary school students experience difficulties in understanding three mutual related meanings of topics, that is, the macroscopic meaning, the microscopic meaning, and the symbolic meaning. As a consequence, student teachers should be prepared carefully to learn how to teach this difficult issue. This article…
Descriptors: Student Teachers, Teacher Education Programs, Chemistry, Pedagogical Content Knowledge
Prospective Teachers' Conceptions of the Knowledge Base for Teaching Chemistry at the German Gymnasium.
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Koballa, Thomas R., Jr.; Graber, Wolfgang; Coleman, Dava; Kemp, Andrew C. – Journal of Science Teacher Education, 1999
Describes prospective teachers' conceptions of what one needs to know to be a chemistry teacher at the German gymnasium, and compares their conceptions with those emphasized by the university they attend. Hypothesizes that preservice teachers' conceptions suggest a nested model of knowledge needed for chemistry teaching. (Contains 30 references.)…
Descriptors: Chemistry, Foreign Countries, Higher Education, Knowledge Base for Teaching