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Development of Syntactic Subject Matter Knowledge and Pedagogical Content Knowledge for Science by a Generalist Elementary Teacher
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Anderson, Dayle; Clark, Megan – Teachers and Teaching: Theory and Practice, 2012
The nature of knowledge needed for teaching elementary science and the development of such knowledge is a focus of ongoing research in science education. Internationally, there is a move to include scientific literacy as an aim of science education curricula. In order to teach such curricula teachers need two types of subject matter knowledge…
Descriptors: Communities of Practice, Elementary School Science, Teacher Characteristics, Scientific Principles
The Effects of a Summer Science Camp Teaching Experience on Preservice Elementary Teachers' Science Teaching Efficacy, Science Content Knowledge, and Understanding of the Nature of Science
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Logerwell, Mollianne G. – ProQuest LLC, 2009
The purpose of this study was to investigate the impact of a summer science camp teaching experience on preservice elementary teachers' science teaching efficacy, science content knowledge, and understanding of the nature of science. Master's degree students enrolled in the elementary Fairfax Partnership Schools (FPS, n = 21) cohort served as the…
Descriptors: Preservice Teachers, Scientific Principles, Methods Courses, Professional Development Schools
Culture Wars in the Classroom: Prospective Teachers Question Science.
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Sullenger, Karen; Turner, Steve; Caplan, Hart; Crummey, Joe; Cuming, Rick; Charron, Cynthia; Corey, Beth – Journal of Research in Science Teaching, 2000
Investigates whether studying about the nature(s) of science contribute to a prospective teachers' effectiveness as a teacher. Argues that a course studying the cultural wars over science contributes to prospective teachers' professional growth because it elicits tacit beliefs about school science as it introduces more complex understanding.…
Descriptors: Inquiry, Knowledge Base for Teaching, Preservice Teachers, Professional Development
School Science Culture: A Case Study of Barriers To Developing Professional Knowledge.
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Munby, Hugh; Cunningham, Malcolm; Lock, Cinde – Science Education, 2000
Presents a detailed case study of a ninth grade science teacher to explain how school science constrains the development of her professional knowledge. Concludes that the version of experiment and inquiry seemingly prescribed by the institutional science of school is antithetical to the sort of explanatory inquiry the teacher uses when planning…
Descriptors: Faculty Development, High Schools, Knowledge Base for Teaching, Reflective Teaching
Science Interns' Beliefs about the Nature of Science and Teaching.
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Mueller, Carol Leah; Wavering, Michael J. – 1999
Teachers' views of the nature of science largely determine the way that they present science to their students. This study investigated the emerging philosophies of science and teaching in eight preservice science teacher interns. The study was conducted with a standardized open-ended interview format. Most interns viewed science as an exciting,…
Descriptors: Higher Education, Knowledge Base for Teaching, Philosophy, Science Education
Teacher Professional Development as Situated Sense-Making: A Case Study in Science Education.
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Puttick, Gillian M.; Rosebery, Ann S. – Science Education, 1998
Examines a beginning elementary teacher's experiences participating in an educational research project and her work in the classroom to bring her students' ideas into contact with accepted scientific ideas and practices. The project explored an approach to professional development that engaged teachers in learning and viewing science as a socially…
Descriptors: Beginning Teachers, Case Studies, Classroom Techniques, Elementary Education
Prospective Teachers' Concerns about Teaching Chemistry Topics at a Macro-Micro-Symbolic Interface.
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de Jong, Onno; van Driel, Jan – 1999
In recent years, there has been a growing interest in the knowledge base of prospective science teachers. An important part of their pedagogical content knowledge (PCK) consists of concerns about teaching. Most of the research on these concerns is focused on rather general teaching issues, and little is known about their concerns dealing with…
Descriptors: Beginning Teacher Induction, Beginning Teachers, Chemistry, Foreign Countries