Dimensions and Orientations of Pre-Service Early Childhood Teachers' Conceptions of Teaching Science

Autor/inn/en	Muimongkol, Supreeya Chamnanuea; Subramaniam, Karthigeyan; Wickstrom, Carol D.
Titel	Dimensions and Orientations of Pre-Service Early Childhood Teachers' Conceptions of Teaching Science
Quelle	In: Early Childhood Education Journal, 50 (2022) 1, S.145-156 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Subramaniam, Karthigeyan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-020-01146-1
Schlagwörter	Preservice Teacher Education; Preservice Teachers; Student Attitudes; Early Childhood Teachers; Science Instruction; Primary Education; Teaching Methods; Pedagogical Content Knowledge; Student Centered Learning; Active Learning; Teacher Education Curriculum; Prior Learning + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Schülerverhalten; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Primarbereich; Teaching method; Lehrmethode; Unterrichtsmethode; Pädagogische Kompetenz; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Aktives Lernen; Vorkenntnisse
Abstract	The purpose of the study was to investigate prospective early childhood teachers' conceptions of teaching science, and thus identify their strategies for enabling their future pre-K to 3rd grade students' construction of science content. For the purpose of this study, we subscribed to the view of conceptions of teaching as having dimensions and orientations reflecting two different models of learning, active learning and passive learning respectively. One hundred prospective early childhood teachers' drawings and narratives of teaching science in early childhood classrooms were thematically analyzed to identify their conceptions of teaching science. Forty-six participants conceptualized demonstrations and teacher explanations as instructional strategies and as sources of science content knowledge to transmit defined bodies of science content knowledge to their students (passive learning). Fifty-four participants conceptualized experiments as student-based active learning environments that permitted students to think, discover, collaborate and construct their own science content knowledge and/or co-construct science content knowledge with teachers (active learning). The findings of the study provide a framework for focusing on how prospective early childhood teachers conceptualize science instruction for children in pre-K to 3rd grade classrooms and their strategies for helping their future early childhood learners in constructing science content. The study also calls for early childhood teacher education curricula to incorporate frameworks for understanding the practice of teaching within coursework early on in the early childhood teacher preparation program to enable prospective teachers to reflect on and document their prior knowledge of science instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01