Preservice Elementary Teachers' Evaluations of Elementary Students' Scientific Models: An Aspect of Pedagogical Content Knowledge for Scientific Modeling

Autor/inn/en	Nelson, Michele M.; Davis, Elizabeth A.
Titel	Preservice Elementary Teachers' Evaluations of Elementary Students' Scientific Models: An Aspect of Pedagogical Content Knowledge for Scientific Modeling
Quelle	In: International Journal of Science Education, 34 (2012) 12, S.1931-1959 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2011.594103
Schlagwörter	Preservice Teachers; Elementary School Teachers; Elementary School Science; Pedagogical Content Knowledge; Elementary School Students; Models; Student Evaluation; Preservice Teacher Education; Methods Courses; Self Efficacy; Interviews + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Analogiemodell; Schulnote; Studentische Bewertung; Lehramtsstudiengang; Lehrerausbildung; Methodisch-didaktische Anleitung; Self-efficacy; Selbstwirksamkeit; Interviewing; Interviewtechnik
Abstract	Part of the work of teaching elementary science involves evaluating elementary students' work. Depending on the nature of the student work, this task can be straightforward. However, evaluating elementary students' representations of their science learning in the form of scientific models can pose significant challenges for elementary teachers. To address some of these challenges, we incorporated a modeling-based elementary science unit in our elementary science teaching methods course to support preservice teachers in gaining knowledge about and experience in evaluating students' scientific models. In this study, we investigate the approaches and criteria preservice elementary teachers use to evaluate elementary student-generated scientific models. Our findings suggest that with instruction, preservice elementary teachers can adopt criterion-based approaches to evaluating students' scientific models. Additionally, preservice teachers make gains in their self-efficacy for evaluating elementary students' scientific models. Taken together, these findings indicate that preservice teachers can begin to develop aspects of pedagogical content knowledge for scientific modeling. (Contains 5 figures and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10