Literaturnachweis - Detailanzeige
| Autor/inn/en | Leuchter, Miriam; Saalbach, Henrik; Studhalter, Ueli; Tettenborn, Annette |
|---|---|
| Titel | Teaching for Conceptual Change in Preschool Science: Relations among Teachers' Professional Beliefs, Knowledge, and Instructional Practice |
| Quelle | In: International Journal of Science Education, 42 (2020) 12, S.1941-1967 (27 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Leuchter, Miriam) ORCID (Saalbach, Henrik) ORCID (Studhalter, Ueli) ORCID (Tettenborn, Annette) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0950-0693 |
| DOI | 10.1080/09500693.2020.1805137 |
| Schlagwörter | Preschool Teachers; Teacher Attitudes; Pedagogical Content Knowledge; Foreign Countries; Science Instruction; Scaffolding (Teaching Technique); Constructivism (Learning); Scientific Concepts; Beliefs; Switzerland |
| Abstract | To effectively support early science learning in preschool, teachers need to be aware of the constructivist nature of children's learning. This study examined a sample of Swiss preschool teachers' beliefs about science learning and teaching and their relation to their pedagogical content knowledge (PCK) and scaffolding practices within a curriculum about floating and sinking. In Study 1, beliefs and PCK were assessed by means of questionnaires. A latent-profile analysis involving 104 preschool teachers reveals three clusters of teachers exhibiting specific belief profiles about science learning: 'highly constructivist,' 'low constructivist' and 'hands-on' teachers. PCK differed across clusters, while highly constructivist teachers ranked highest. To deepen our understanding of the relations among preschool teachers' beliefs, PCK and teaching, we videotaped scaffolding practice of a subsample of 32 preschool teachers when teaching a curriculum of floating and sinking (Study 2). We found that teachers often apply scaffolding strategies to support topic-specific learning. However, scaffolding strategies aiming to stimulate higher-order thinking were rather rare. Furthermore, we found correlations between teachers' constructivist beliefs and their scaffolding as well as between teachers' topic-specific language and their PCK. Our findings emphasize the importance of targeting teachers' beliefs and PCK to improve the quality of preschool science instruction. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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