Novice Elementary Teachers' Knowledge of, Beliefs about, and Planning for the Science Practices: A Longitudinal Study

Autor/inn/en	Bennion, Adam; Davis, Elizabeth A.; Palincsar, Annemarie S.
Titel	Novice Elementary Teachers' Knowledge of, Beliefs about, and Planning for the Science Practices: A Longitudinal Study
Quelle	In: International Journal of Science Education, 44 (2022) 1, S.136-155 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bennion, Adam) ORCID (Davis, Elizabeth A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2021.2021311
Schlagwörter	Longitudinal Studies; Beginning Teachers; Elementary School Teachers; Teacher Attitudes; Science Education; Lesson Plans; Science Teachers; Teacher Education Programs; Teaching Methods; Pedagogical Content Knowledge; Mathematics; Thinking Skills + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Junior teacher; Junglehrer; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Naturwissenschaftliche Bildung; Lesson planning; Unterrichtsplanung; Science; Science teacher; Wissenschaft; Teaching method; Lehrmethode; Unterrichtsmethode; Pädagogische Kompetenz; Mathematik; Denkfähigkeit
Abstract	This longitudinal research examines the knowledge of, beliefs about, and planned use of the science practices of five novice elementary or primary teachers during their science methods course, student teaching, and first year of teaching. To answer our research questions, we collected lesson plans and conducted interviews after the teachers taught science lessons, and we coded these data sources for science practices and sub-practices. We found that the novice elementary teachers assumed a wide range of purposes for using the science practices in their classroom. For example, they emphasised the practices' cross-curricular nature as well as how the practices can engage students in real science. In reference to the use of the science practices in their plans, there were aspects of the practices where the novice teachers' planned practice did not yet match their understanding or beliefs. For instance, the novice teachers knew that reasoning is a part of science explanations, but there was little evidence of this element of Explanation and Argumentation in their plans. This work adds to the field's understanding of how novice elementary teachers use multiple science practices in planning to engage their students in sensemaking, and has implications for elementary science teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01