Science Methods Course Influence on Pedagogical Orientations of Pre-Service Science Teachers

Autor/inn/en	Sahingoz, Selcuk; Cobern, William W.
Titel	Science Methods Course Influence on Pedagogical Orientations of Pre-Service Science Teachers
Quelle	In: Educational Policy Analysis and Strategic Research, 15 (2020) 1, S.114-136 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Sahingoz, Selcuk)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-4289
Schlagwörter	Preservice Teachers; Science Teachers; Teaching Methods; Instructional Effectiveness; Preferences; Elementary School Teachers; Middle School Teachers; Science Instruction; Active Learning; Inquiry; Student Development; Pedagogical Content Knowledge; Public Colleges; Direct Instruction; Discovery Learning; Teacher Guidance + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Elementary school; Grundschule; Volksschule; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Aktives Lernen; Pädagogische Kompetenz; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Entdeckendes Lernen; Lehrerberatung
Abstract	The main purpose of the study is to gain insight on to what extent taking a science methods course correlated with the science teaching pedagogical preferences of pre-service science teachers. The study recruited twenty K-8 teacher education students enrolled in lower division science courses at a large American public university, some of whom had completed a science methods course and some not. A sequential exploratory mixed-methods design involving both quantitative and qualitative parts was used. The quantitative data were collected using the POSTT assessment instrument to identify pedagogical orientations profiles of the participants. A subset of students was subsequently interviewed so that they could explain their responses to the POSTT items. The data points out that many participants whether they had taken a methods course or note tended toward an inquiry science teaching orientation. When participants chose similar instructional preferences, however, their reasons often varied. The data indicated that students having taken a methods course think more broadly about factors that should influence choices of instructional practice (e.g., grade level, prior knowledge, interest areas). The findings suggest that a science methods course can have a positive influence on pre-service teachers with respect to the development of an inquiry science teaching orientation. The POSTT items have potential use within science methods courses for the formative assessment of pre-service teachers' orientations toward science instruction. (As Provided).
Anmerkungen	International Association of Educators. Egitim Fakultesi Dekanligi, Canakkale Onsekiz Mart University, Canakkale 17100, Turkey. e-mail: secretary@inased.org; Web site: http://epasr.penpublishing.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01