Preservice Elementary Teachers and Explanation Construction: Knowledge-"for"-Practice and Knowledge-"in"-Practice

Autor/inn/en	Zangori, Laura; Forbes, Cory T.
Titel	Preservice Elementary Teachers and Explanation Construction: Knowledge-"for"-Practice and Knowledge-"in"-Practice
Quelle	In: Science Education, 97 (2013) 2, S.310-330 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21052
Schlagwörter	Preservice Teachers; Elementary School Teachers; Case Studies; Evidence; Concept Formation; Scientific Concepts; Science Instruction; Elementary School Science; Elementary School Students; Grade 2; Grade 3; Grade 4; Interviews; Prior Learning; Scaffolding (Teaching Technique); Interrater Reliability + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Case study; Fallstudie; Case Study; Evidenz; Concept learning; Begriffsbildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Interviewing; Interviewtechnik; Vorkenntnisse; Interrater-Reliabilität
Abstract	Effectively designed science learning environments revolve around students' sensemaking through the use of evidence to ground explanations about natural phenomena. However, little research has been conducted to investigate elementary teachers' learning to promote students' sensemaking in elementary (K-5) classrooms. The purpose of this multiple-case study is to explore how preservice elementary teachers conceptualize and foster students' construction of evidence-based explanations. Our findings show that when the preservice teachers had difficulty conceptualizing their ideas about explanation construction, they were also challenged to support students' explanations constructed in the classroom. They frequently accepted evidence as a complete explanation and afforded their students opportunities to describe evidence rather than formulate evidence-based claims. Furthermore, each of the preservice teachers articulated rich and varied conceptions of ways to elicit students' prior knowledge and scaffold new knowledge construction that were not evident in their enactments in the classroom. These findings, which complement and extend those of other studies focused on in-service elementary teachers, suggest that a lack of emphasis on sensemaking components of scientific practice could be an endemic issue across the teacher professional continuum for which elementary teachers require ongoing and multifaceted forms of support. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10