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Preparing perservice teachers to teach elementary school science
Descriptive
TitleInfo
Title
Preparing perservice teachers to teach elementary school science
Name
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Lewis
NamePart
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Amy D.
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Amy D. Lewis
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author
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(type = personal)
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(type = family)
Ryan
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(type = given)
Sharon
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Sharon Ryan
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Advisory Committee
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(authority = RULIB)
chair
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(type = personal)
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(type = family)
Chinn
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(type = given)
Clark
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Clark Chinn
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Advisory Committee
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internal member
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(type = personal)
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(type = family)
Curran
NamePart
(type = given)
Mary
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Mary Curran
Affiliation
Advisory Committee
Role
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internal member
Name
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Rutgers University
Role
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degree grantor
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Graduate School of Education
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school
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Text
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theses
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2017
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2017-01
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2017
Place
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xx
Language
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eng
Abstract
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The development of scientifically literate citizens begins in the elementary school. Yet elementary school teachers are ill prepared to teach science (Trygstad, Smith, Banilower, Nelson, & Horizon Research, Inc., 2013). The research base on teacher preparation finds that programs designed to prepare elementary teachers are inadequate in providing both the content knowledge and pedagogical content knowledge necessary to teach science effectively (Baumgartner, 2010; Bodzin & Beerer, 2003; Bulunuz & Jarrett 2009). This mixed methods study examined what happened when a science methods course was interactively co-taught by an expert in elementary teaching methods and a physics expert. This study also aimed to discover what aspects of the curriculum pre-service teachers (PSTs) said helped them in developing their understanding of science content and scientific reasoning, and how to implement inquiry practices to teach science. A nested case study of three PSTs provided descriptive portraits of student experiences in the class. A whole class case analysis was used to examine what PSTs learned in terms of science, scientific reasoning skills, and pedagogical content knowledge (PCK) from their experiences in the course. It was found that students often conflated science content with the experiences they had in learning the content. Although PSTs felt the interactive co-teaching model effectively created a balance between theory and practice, it was their experiences doing science – conducting physical experiments, developing and discussing scientific models, and the use of inquiry-based instruction -- that they credited for their learning. Even with careful curriculum planning, and a course purposely designed to bridge the theory to practice gap, this study found one semester-long methods course to be insufficient in providing the vast content knowledge and PCK elementary school science teachers need.
Subject
(authority = RUETD)
Topic
Teacher Leadership
Subject
(authority = ETD-LCSH)
Topic
Teachers--Training of
Subject
(authority = ETD-LCSH)
Topic
Science--Study and teaching (Elementary)
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Rutgers University Electronic Theses and Dissertations
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ETD_7800
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electronic resource
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application/pdf
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text/xml
Extent
1 online resource (vi, 263 p. : ill.)
Note
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Ed.D.
Note
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Includes bibliographical references
Note
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by Amy D. Lewis
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TitleInfo
Title
Graduate School of Education Electronic Theses and Dissertations
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rucore10001500001
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(displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier
(type = doi)
doi:10.7282/T38P62XP
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
RightsDeclaration
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The author owns the copyright to this work.
RightsHolder
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Name
FamilyName
Lewis
GivenName
Amy
MiddleName
D.
Role
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Type
Permission or license
DateTime
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2016-12-24 05:51:16
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Name
Amy Lewis
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Affiliation
Rutgers University. Graduate School of Education
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License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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windows xp
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2017-01-12T23:31:21
DateCreated
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2017-01-12T23:31:21
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