Dispositions Supporting Elementary Interns in the Teaching of Reform-Based Science Materials

Autor/inn/en	Eick, Charles J.; Stewart, Bethany
Titel	Dispositions Supporting Elementary Interns in the Teaching of Reform-Based Science Materials
Quelle	In: Journal of Science Teacher Education, 21 (2010) 7, S.783-800 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1007/s10972-009-9174-3
Schlagwörter	Student Teaching; Methods Courses; Teacher Education Curriculum; Knowledge Base for Teaching; Active Learning; Science Materials; Science Instruction; Science Education; Science Teachers; Teacher Interns; Elementary School Science + Suchen Sie Ihr Suchwort? Teaching practice; Unterrichtspraxis; Methodisch-didaktische Anleitung; Teaching theory; Theory of teaching; Unterrichtstheorie; Aktives Lernen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende
Abstract	Dispositions supporting the teaching of science as structured inquiry by four elementary candidates are presented. Candidates were studied during student teaching based on their positive attitudes toward teaching science with reform-based materials in their methods course. Personal learning histories informed their attitudes, values, and beliefs about the teaching and learning of science through structured inquiry. Supportive dispositions included curiosity and questioning, investigating first-hand, learning together, and active learning. These dispositions supported early science teaching despite candidates limited science content knowledge, and may contribute to candidates' further learning of science. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10