Metaphors Reveal Preservice Elementary Teachers' Views of Mathematics and Science Teaching

Autor/inn/en	Cassel, Darlinda; Vincent, Daniel
Titel	Metaphors Reveal Preservice Elementary Teachers' Views of Mathematics and Science Teaching
Quelle	In: School Science and Mathematics, 111 (2011) 7, S.319-324 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/j.1949-8594.2011.00094.x
Schlagwörter	Preservice Teacher Education; Preservice Teachers; Methods Courses; Mathematics Instruction; Science Instruction; Student Teacher Attitudes; Classroom Environment; Elementary School Mathematics; Elementary School Science; Elementary School Teachers; Student Experience; Figurative Language; Education Majors; Beliefs + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Methodisch-didaktische Anleitung; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Klassenklima; Unterrichtsklima; Elementare Mathematik; Schulmathematik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Studienerfahrung; Belief; Glaube
Abstract	Typically, experiences shape one's attitudes toward the "thing" that is being experienced, whether it is a person, pet, movie, etc. Classroom experiences also shape one's attitudes toward a subject, teacher, learning, and so forth. Studies have shown that attitudes become more negative as students move from elementary to secondary schools. Elementary preservice teachers have had many classroom experiences by the time they reach their methods courses. These varied experiences have shaped their attitudes about the learning and teaching of mathematics and science. (Contains 1 table.) (As Provided).
Anmerkungen	John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10