Planning for the Elicitation of Students' Ideas: A Lesson Study Approach with Preservice Science Teachers

Autor/in	Larkin, Douglas
Titel	Planning for the Elicitation of Students' Ideas: A Lesson Study Approach with Preservice Science Teachers
Quelle	In: Journal of Science Teacher Education, 28 (2017) 5, S.425-443 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Larkin, Douglas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2017.1352410
Schlagwörter	Teaching Methods; Science Instruction; Methods Courses; Science Teachers; Preservice Teachers; Preservice Teacher Education; Scientific Concepts; Teacher Education Programs; Lesson Plans; Student Attitudes; Secondary School Science + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Methodisch-didaktische Anleitung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Lesson planning; Unterrichtsplanung; Schülerverhalten
Abstract	In an effort to better prepare science teachers to engage in high-leverage practices, this study investigates the choices and rationales of preservice science teachers in planning elicitation strategies and describes how their understandings about the elicitation of students' ideas changed over time. Four cohorts of preservice science teachers engaged in a cycle of modified lesson study focused on the elicitation of student ideas. Findings suggest that the participants focused on revising the elicitation task to achieve greater task clarity and student participation and to provide more opportunities for individual thinking. One notable outcome of the study is the need for a greater conceptual distinction in science teacher education between elicitation practices in which resources for student thinking are identified and assessment practices that seek students' progress toward learning goals. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01