Literaturnachweis - Detailanzeige
| Autor/in | Gilbert, Andrew |
|---|---|
| Titel | Utilizing Science Philosophy Statements to Facilitate K-3 Teacher Candidates' Development of Inquiry-Based Science Practice |
| Quelle | In: Early Childhood Education Journal, 36 (2009) 5, S.431-438 (8 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1082-3301 |
| DOI | 10.1007/s10643-009-0302-7 |
| Schlagwörter | Science Instruction; Preservice Teachers; Primary Education; Educational Philosophy; Inquiry; Active Learning; Constructivism (Learning); Conventional Instruction; Preservice Teacher Education |
| Abstract | This study utilized pre-service teachers' philosophy statements to connect their beliefs for science teaching with inquiry-based constructivist classroom practice. The major findings of this study suggested that before entering the classroom prospective teachers are strongly aligned with inquiry-based, constructivist-based theories, and describe teaching science as a process approach. However, after entering public classrooms the teacher candidates often abandoned those notions of constructivist, inquiry-based science in favor of a more traditional approach to science instruction. This study addresses a method to engage prospective teachers in designing inquiry-based science pedagogy as well as developing their professional pedagogical confidence. (As Provided). |
| Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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