ERIC Number: ED393702
Record Type: RIE
Publication Date: 1996-Apr-2
Reference Count: N/A
Preservice Elementary Teachers: Their Science Content Knowledge, Pedagogical Knowledge, and Pedagogical Content Knowledge.
Gee, Carrie J.; And Others
The purpose of this research study was to examine the level of elementary education majors' science content knowledge; pedagogical knowledge; and pedagogical content knowledge in order to evaluate the effectiveness of a new teacher preparation program for undergraduate students with a science area of concentration, developed as part of the Quality University Elementary Science Teaching (QUEST) Project at Indiana University. The subjects (N=58) were senior-level elementary education majors and elementary student teachers. Data collection methods included observations, document collection, self-evaluations, interviews, and surveys. The overall findings for the student teachers indicated that the students held their own interpretation of the interdisciplinary nature of science, espoused inquiry without always practicing it, and admitted that they did not know or understand all of the content they were expected to teach at the elementary level. Results indicate that only a few of the student teachers regularly incorporated innovative teaching strategies in their science lessons. An important conclusion concerning pedagogical knowledge was that paper-and-pencil assessments are not sufficient to predict what will actually take place in the classroom. Contains 31 references. (JRH)
Descriptors: Constructivism (Learning), Education Majors, Elementary Education, Higher Education, Inquiry, Interdisciplinary Approach, Knowledge Base for Teaching, Pedagogical Content Knowledge, Preservice Teacher Education, Problem Solving, Science Teachers, Scientific Concepts, Student Teachers, Teacher Attitudes
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Learning Cycle Teaching Method; Preservice Teachers; Subject Content Knowledge
Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (69th, St. Louis, MO, April 2, 1996).