ERIC Number: ED422270
Record Type: Non-Journal
Publication Date: 1997
Reference Count: N/A
What the Science Standards Say: Implications for Teacher Education. Publication Series No. 9.
Hammrich, Penny L.
This paper describes the conception changes of teacher education candidates regarding science teaching and learning as they completed a K-8 science methods course designed to utilize the principles reflected in the national reform initiatives. The course familiarized teacher candidates with reform initiatives in science education, highlighting their role as change agents in the reform. The overall goal was addressed through four phases where students learned to apply the principles reflected in the national reform initiatives in designing, implementing, and evaluating curriculum, instruction, and assessment. The four phases included the following: (1) confronting and challenging teacher candidates' conceptions of science and science teaching, (2) applying the principles reflected in the national reform initiatives in developing science lessons, (3) evaluating science resources and instructional programs, and (4) sharing with teachers the process of reform. Interviews with 15 predominantly female teacher candidates collected demographic data and examined their conceptions of science, knowledge construction, and principles implied in the national reform initiatives. Data were analyzed by applying grounded theory. Results indicated that participants' conceptions of teaching sciences were guided by their conceptions of science. Participants understood the process of knowledge construction, but they interpreted their understanding differently. They viewed the principles reflected in the national reform initiatives as being beneficial but time consuming. (Contains 34 references.) (SM)
Descriptors: Academic Standards, College Students, Curriculum Development, Educational Change, Elementary Education, Higher Education, Preservice Teacher Education, Science Education, Scientific Literacy, Student Teacher Attitudes, Teacher Role
Temple University, 1601 North Broad Street, University Services Building, Room 305, Philadelphia, PA 19122-6099.
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Mid-Atlantic Lab. for Student Success, Philadelphia, PA.; Temple Univ., Philadelphia. Center for Research in Human Development and Education.; Temple Univ., Philadelphia, PA.