Exploring the Use of Cases and Case Methods in Influencing Elementary Preservice Science Teachers' Self-Efficacy Beliefs

Autor/inn/en	Yoon, Susan; Pedretti, Erminia; Pedretti, Larry; Hewitt, Jim; Perris, Kirk; Van Oostveen, Roland
Titel	Exploring the Use of Cases and Case Methods in Influencing Elementary Preservice Science Teachers' Self-Efficacy Beliefs
Quelle	In: Journal of Science Teacher Education, 17 (2006) 1, S.15-35 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1007/s10972-005-9005-0
Schlagwörter	Case Method (Teaching Technique); Preservice Teachers; Self Efficacy; Science Instruction; Teaching Skills; Elementary School Science; Beliefs; Grade 7; Robotics; Pedagogical Content Knowledge; Teaching Experience; Scaffolding (Teaching Technique); Theory Practice Relationship + Suchen Sie Ihr Suchwort? Case method; Fallmethode; Self-efficacy; Selbstwirksamkeit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Belief; Glaube; School year 07; 7. Schuljahr; Schuljahr 07; Robotertechnik; Pädagogische Kompetenz; Theorie-Praxis-Beziehung
Abstract	In this study, we hypothesize that cases demonstrating exemplary practice in the science classroom can be used as a source for learning content and pedagogical skills that will improve teachers' self-efficacy beliefs. Twelve preservice elementary science teachers are followed as they participate in a case and case method activity illustrating the Grade 7 topic of robotics and fluids. While there was little evidence to show improvements in content knowledge, results indicate that the case acted as a boundary object for brokering between individual experiences and those found in the science teaching community by scaffolding for multiple points of entry, bridging the theory practice gap and offering beginning teachers more immediate access to the community of already practicing teachers. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10