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ERIC Number: ED463182
Record Type: RIE
Publication Date: 2002-Apr
Pages: 49
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Elementary Preservice Teachers' Beliefs about the Nature of Science and Their Influence on Classroom Practice.
Bright, Pat; Yore, Larry D.
This study was designed to examine preservice elementary teachers' beliefs about the nature of science, document changes in these beliefs over the duration of a year-long science methods course and embedded teaching practicum, and assess the impact of these beliefs on their classroom practice (Bright, 2001). The pre-test and post-test case study design measured (n=50) elementary preservice teachers' beliefs about the nature of science prior to and after participation in an 18-week elementary science methods course and 6 week intervening teaching practicum. Classroom observations documented the general structure of two science lessons, the types of questions asked, the students' responses, and handouts and assignments provided for each of six preservice teachers. Unit overviews, lesson plans, and portfolio assignments were collected and analyzed to provide triangulation of the classroom observations. Significant gains were made between the pre-test and the post-test scores for the preservice teachers' beliefs on the creative, developmental, and unified subscales, and the total Nature of Scientific Knowledge Survey. Results from the classroom observations indicated that the preservice teachers' beliefs about the nature of science were not clearly related to their classroom practice. Although the course assignments indicated a commitment and understanding of science as inquiry processes, and the modified learning cycle, these preservice teachers were unable to fully implement the engage-explore-consolidate-assess approach and productive questioning strategies during their initial practicum. (Contains 75 references.) (Author/JDM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (New Orleans, LA, April 7-10, 2002).