Literaturnachweis - Detailanzeige
| Autor/in | Dana, Nancy Fichtman |
|---|---|
| Titel | Elementary School Preservice Teachers' Conceptions of Social Studies Teaching and Learning: A Report on Concept Mapping. |
| Quelle | (1993), (17 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Concept Mapping; Educational Research; Elementary Education; Elementary School Teachers; Preservice Teacher Education; Social Studies; Teacher Attitudes; Teaching Methods |
| Abstract | This paper reports a study on how prospective elementary school teachers make sense of teaching social studies through conceptual mapping, and therefore provide an opportunity for teacher educators to assess the value of conceptual mapping as a pedagogical tool. Pre- and post-course concept mapping was incorporated into three sections of an elementary school social studies methods course. The general research questions included: (1) How do preservice teachers make sense of teaching elementary school social studies? (2) How do preservice teachers experience the sense making process of constructing a concept map to organize and represent their thinking about teaching elementary school social studies? (3) In what ways are concept maps a viable tool for teacher educators to use to assess student thinking about elementary school social studies? The data obtained was used to generate two assertions. The first assertion is that concept mapping is a viable tool to help prospective teachers reflect on their memories and conceptions of elementary school social studies. Concept maps constructed by prospective elementary school teachers as they enter methods courses indicate that they view social studies as a body of facts that exists independent of the individual. The second assertion is that final course concept mapping engages prospective teachers in the process of constructing personal knowledge regarding the teaching of elementary school social studies, as they reflect on their experiences in light of what they have learned throughout the semester. During map construction, prospective teachers reflect on their beliefs regarding knowledge as they pass through four stages: (1) comfort; (2) trepidation and frustration; (3) resolution; and (4) elation and pride. (DK) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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