E-6 Preservice Teachers and Elementary Science Teaching: Assessing Confidence and Content Knowledge

Autor/in	Singh, Mamta
Titel	E-6 Preservice Teachers and Elementary Science Teaching: Assessing Confidence and Content Knowledge
Quelle	In: Journal of College Science Teaching, 51 (2022) 3, S.51-58 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Elementary School Teachers; Science Instruction; Pedagogical Content Knowledge; Scientific Concepts; Preservice Teachers; Teaching Methods; Student Attitudes; Teacher Education Programs; Science Tests; Test Validity; Self Efficacy; Methods Courses; State Universities + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Testvalidität; Self-efficacy; Selbstwirksamkeit; Methodisch-didaktische Anleitung; Staatliche Universität
Abstract	The study assessed the science teaching confidence of preservice teachers in teaching elementary science by addressing two research questions: (1) Did preservice teachers understand the science concepts well enough to be effective in teaching elementary science content? (2) Did preservice teachers have the necessary science concepts and skills to teach elementary science? The study used science content knowledge pre- and post-course tests and a validated science teaching efficacy belief instrument to answer the questions. The findings suggest that preservice teachers strongly agreed that they understood science content well enough to be effective in teaching elementary science content and were comfortable in teaching elementary science. Overall, content knowledge pre- and post-course tests indicated a statistically significant difference, suggesting that preservice teachers had necessary content knowledge to teach elementary science. As we would like to see 100% positive outcomes among preservice teachers regarding content knowledge and effective elementary science teaching, the study suggests that science methods courses should expose elementary preservice teachers to more physical science and Earth and space science content and activities. (As Provided).
Anmerkungen	National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01