Student-Teachers' Learning Outcomes during Science Subject Matter Courses

Autor/in	Ekborg, Margareta
Titel	Student-Teachers' Learning Outcomes during Science Subject Matter Courses
Quelle	In: International Journal of Science Education, 27 (2005) 14, S.1671-1694 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Teaching Methods; Outcomes of Education; Science Education; Student Teachers; Student Attitudes; Environmental Education; Scientific Concepts; Concept Formation; Questionnaires; Cognitive Style; Learning Processes + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Naturwissenschaftliche Bildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Schülerverhalten; Umweltbildung; Umwelterziehung; Umweltpädagogik; Concept learning; Begriffsbildung; Fragebogen; Cognitive styles; Kognitiver Stil; Learning process; Lernprozess
Abstract	This paper is about a longitudinal study to investigate how student-teachers developed understanding of some key ecological concepts during a teacher education programme. Another aim was to interpret the student-teachers' intentions in respect of the programme and to examine how these intentions influenced their learning. A group of students were followed through 2.5 years of a teacher education programme. The whole student group (n = 47-60) answered a questionnaire three times. Their understanding of scientific concepts, relevant to environmental education, was examined. Fourteen students were interviewed three times about a newspaper article discussing the use of surplus heat from a crematorium. The students were also asked about expectations of the teaching programme and of learning experiences from their science courses and from school practice. It is concluded that many of the student-teachers did not develop the conceptual understanding necessary to be able to engage with the socio-scientific issue presented to them. It also concludes that many of the student-teachers approach the learning of science content from the perspective of their personal notions of the tasks of a primary schoolteacher, which is significantly different from the perspectives underpinning the curriculum and the intention of teacher educators. The connection between these two conclusions is discussed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10