Developing Prospective Teachers' Knowledge to Foster and Inspire Reasoning in STEM

Autor/inn/en	Grueber, David; Özgün-Koca, S. Asli
Titel	Developing Prospective Teachers' Knowledge to Foster and Inspire Reasoning in STEM
Quelle	In: Teacher Education and Practice, 26 (2013) 2, S.181-198 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0890-6459
Schlagwörter	STEM Education; Preservice Teacher Education; Career Change; Student Teacher Attitudes; Interdisciplinary Approach; Lesson Plans; Scaffolding (Teaching Technique); Thinking Skills; Mathematical Logic; Technology Uses in Education; Methods Courses; Field Experience Programs; Reports; Group Activities; Student Projects; Reflection; Prompting; Qualitative Research; Coding; Mathematics Instruction; Science Instruction; Michigan + Suchen Sie Ihr Suchwort? STEM; Lehramtsstudiengang; Lehrerausbildung; Career changes; Berufswechsel; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lesson planning; Unterrichtsplanung; Denkfähigkeit; Mathematical logics; Mathematische Logik; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Methodisch-didaktische Anleitung; Praxisnahes Lernen; Abschlussbericht; Berichten; Gruppenaktivität; Schulprojekt; Benutzerführung; Qualitative Forschung; Codierung; Programmierung; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	Latest standards-based reform documents from mathematics and science education organizations and communities bring forward one important issue--higher-order thinking skills, namely reasoning. In this article, we share our experiences and our approach to developing an integrated course for mathematics and science prospective teachers centered on fostering reasoning with the use of technology. This study took place in an integrated mathematics and science methods course. The prospective teachers were career changers with STEM (science, technology, engineering, and mathematics) backgrounds. A sociocultural theoretical approach framed this study, wherein learning is evident in the constructed and enacted plans to engage STEM students in reasoning. The analysis of prospective teachers' reflections and integrated lesson plans suggested that the structure of the course scaffold with minilesson study helped prospective teachers extend their view of reasoning and consider reasoning when planning lessons in the future. (As Provided).
Anmerkungen	Rowman & Littlefield. 4501 Forbes Boulevard Suite 200, Lanham, MD 20706. Tel: 800-462-6420; Tel: 717-794-3800; Fax: 800-338-4550; Fax: 717-794-3803; e-mail: custserv@rowman.com; Web site: http://rowman.com/Page/Journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10