Fostering Preservice Teachers' "Nature of Science" Understandings in a Physics Course

Autor/inn/en	Kattoula, Ehsan; Verma, Geeta; Martin-Hansen, Lisa
Titel	Fostering Preservice Teachers' "Nature of Science" Understandings in a Physics Course
Quelle	In: Journal of College Science Teaching, 39 (2009) 1, S.18-26 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Preservice Teachers; Scientific Principles; Physics; Science Instruction; Preservice Teacher Education; Graduate Study; Inquiry; Active Learning; Comprehension; Concept Mapping; Questioning Techniques; Questionnaires; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehramtsstudiengang; Lehrerausbildung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Aktives Lernen; Verstehen; Verständnis; Concept Map; Befragungstechnik; Fragetechnik; Fragebogen; Unterrichtserfolg
Abstract	In this paper, the authors examine an algebra-based physics course designed for preservice teachers and explore how the course integrated two pedagogical strategies to bridge the gap between inquiry-learning experiences and the teachers' nature of science (NOS) understandings. The results of this research show that the explicit, reflective process allowed participants to examine their NOS understandings, which thereby fostered changes in their understanding. (Contains 2 figures and 3 tables.) (As Provided).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10