ERIC Number: ED451068
Record Type: Non-Journal
Publication Date: 2001-Mar
Reference Count: N/A
Enhancing the Science Literacy of Preservice Teachers through the Use of Reflective Journals.
Gibson, Helen L.; Bernhard, James; Kropf, Aaron; Ramirez, Mary Anne; Van Strat, Georgena A.
This study assessed the impact that reflective journals used in an introductory college science course had on preservice teachers' science literacy. Fourteen preservice teachers enrolled in an introductory physical science course taught using a variety of constructivist instructional methods (hands-on activities, cooperative group work, manipulatives, real life applications, field trips, group work, peer assessments, self-assessments, performance assessments, portfolios and weekly reflective journals). Preservice teachers' weekly reflective journals were collected and analyzed at the conclusion of the course. A focus group with the preservice teachers and an interview with the instructor were conducted. Data collected from the reflective journals and the focus group indicate that the use of constructivist instructional practices had a positive impact on preservice teachers' science literacy. Keeping a reflective journal helped the preservice teachers think more deeply about science in their everyday experiences. Further, this process of reflection had the additional benefit of increasing the relevance and application of the science concepts to their daily lives. These findings provide evidence that a college level science course taught using constructivist methods had a positive impact on preservice teachers' science literacy. (Contains 23 references.) (Author/DB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Fund for the Improvement of Postsecondary Education (ED), Washington, DC.
Authoring Institution: N/A