Developing Elementary Science PCK for Teacher Education: Lessons Learned from a Second Grade Partnership

Autor/inn/en	Bradbury, Leslie U.; Wilson, Rachel E.; Brookshire, Laura E.
Titel	Developing Elementary Science PCK for Teacher Education: Lessons Learned from a Second Grade Partnership
Quelle	In: Research in Science Education, 48 (2018) 6, S.1387-1408 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-016-9607-x
Schlagwörter	Elementary School Teachers; Science Teachers; Pedagogical Content Knowledge; Science Instruction; Units of Study; Grade 2; Educational Planning; Meetings; Teacher Attitudes; Methods Courses; Educational Change + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Pädagogische Kompetenz; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lerneinheit; School year 02; 2. Schuljahr; Schuljahr 02; Bildungsplanung; Meeting; Tagung; Lehrerverhalten; Methodisch-didaktische Anleitung; Bildungsreform
Abstract	In this self-study, two science educators partnered with two elementary teachers to plan, implement, and reflect on a unit taught in second grade classrooms that integrated science and language arts. The researchers hoped to increase their pedagogical content knowledge (PCK) for elementary science teaching so that they might use their experiences working in an elementary context to modify their practices in their elementary science method instruction. The research question guiding the study was: What aspects of our PCK for elementary science teaching do we as science educators develop by co-planning, co-teaching, and reflecting with second grade teachers? Data include transcripts of planning meetings, oral reflections about the experience, and videos of the unit being enacted. Findings indicate that managing resources for science teaching, organizing students for science learning, and reflecting on science teaching were themes prevalent in the data. These themes were linked to the model of PCK developed by Park and Oliver ("Research in Science Education," 38, 261-284, 2008) and demonstrate that we developed PCK for elementary science teaching in several areas. In our discussion, we include several proposed changes for our elementary science methods course based on the outcomes of the study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01