ERIC Number: ED446929
Record Type: Non-Journal
Publication Date: 1998-Apr
Reference Count: N/A
Creating Dissonance in Prospective Teachers' Conceptions of Teaching and Learning Science.
Dana, Thomas M.; McLoughlin, Andrea Sabatini; Freeman, Tonjua B.
This research is part of a systematic, longer-term effort to study changes in the conceptions and beliefs of prospective teachers while teaming to teach science in a preservice teacher education program. This paper focuses on the impact of a project to reframe the theoretical underpinnings and pedagogical practices in a portion of the secondary science teacher education program at Penn State University. Two goals of the project were to: (a) design an innovative university and school-based program that explicitly considered "learning to teach science" as a process of conceptual change; and (b) examine the ways in which teacher beliefs and conceptions about learning and teaching science changed during the first level course in science pedagogy. The ways in which the prospective science teachers came to make sense of teaching science for understanding and identify particular course events that stimulated this sense-making are examined. (Contains 42 references.) (ASK)
Descriptors: Concept Formation, Elementary Secondary Education, Higher Education, Pedagogical Content Knowledge, Preservice Teacher Education, Science Instruction, Science Teachers, Teacher Attitudes
For full text: http://www.narst.org.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A