ERIC Number: ED448998
Record Type: Non-Journal
Publication Date: 1999-Mar
Reference Count: N/A
How Do Beginning Elementary Teachers Cope with Science: Development of Pedagogical Content Knowledge in Science.
Appleton, Ken; Kindt, Ian
In this paper the development of science pedagogical content knowledge (PCK) in elementary teachers is considered, with a particular focus on beginning teachers. Explored is a conceptualization of the development of science pedagogical content knowledge in elementary teachers which emerged from two studies. The first examined the science teaching practices of beginning elementary teachers, while the second explored elementary teachers' understanding and use of "activities that work" in science. The paper emerged from consideration of how some elementary teachers in our studies, who lack science content knowledge, generate PCK to enable them to teach science. The main tenet of the model of PCK development is that "activities that work" become a substitute for science content knowledge and PCK. A number of implications for elementary science curriculum emerge from this understanding, such as considerations for preservice teacher education science courses and the nature of the elementary science curriculum. (Contains 40 references.) (ASK)
Descriptors: Beginning Teachers, Elementary Education, Elementary School Teachers, Foreign Countries, Hands on Science, Higher Education, Pedagogical Content Knowledge, Preservice Teachers, Science Activities, Science Instruction, Thematic Approach
For full text: http://www.narst.org/narst/99conference/appleonkindt.html.
Publication Type: Guides - Non-Classroom; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Australia