Science as Experience, Exploration, and Experiments: Elementary Teachers' Notions of "Doing Science"

Autor/inn/en	Murphy, Ashley N.; Luna, Melissa J.; Bernstein, Malayna B.
Titel	Science as Experience, Exploration, and Experiments: Elementary Teachers' Notions of "Doing Science"
Quelle	In: International Journal of Science Education, 39 (2017) 17, S.2283-2303 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Murphy, Ashley N.) ORCID (Luna, Melissa J.) ORCID (Bernstein, Malayna B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2017.1374578
Schlagwörter	Science Instruction; Elementary School Teachers; Science Experiments; Teaching Methods; Teacher Attitudes; Interviews; Personal Narratives; Experience; Teacher Characteristics; Coding; Prior Learning; West Virginia + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Interviewing; Interviewtechnik; Erlebniserzählung; Erfahrung; Codierung; Programmierung; Vorkenntnisse
Abstract	Much of the literature on science teaching suggests that elementary teachers lack relevant prior experiences with science. This study begins to reframe the deficit approach to research in science teaching by privileging the experiences elementary teachers have had with science--both in and out of schools--throughout their lives. Our work uses identity as a lens to examine the complexities of elementary teachers' narrative accounts of their experiences with science over the course of their lives. Our findings identify components of teachers' science-related experiences in order to lay the groundwork for making connections between teachers' personal experiences and professional practice. This work demonstrates that teachers' storied lives are important for educational researchers and teacher educators, as they reveal elements of teaching knowledge that may be productive and resourceful for refining teachers' science practice. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01