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ERIC Number: EJ1028876
Record Type: Journal
Publication Date: 2014-Feb
Pages: 12
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0036-6803
Prospective Elementary Teachers' Knowledge of Teaching Science as Argument: A Case Study
Barreto-Espino, Reizelie; Zembal-Saul, Carla; Avraamidou, Lucy
School Science and Mathematics, v114 n2 p53-64 Feb 2014
The National Research Council emphasizes the centrality of discourse and practices associated with constructing, evaluating, and using scientific explanations. These expectations increase already daunting challenges for those who teach science at the elementary school level. This study followed a multiparticipant case study approach examining prospective elementary teachers' self-reports of teaching science as argument. Findings yield that the presence of opportunities for physical experimentation with firsthand data during science instruction helped participants increase their emphasis on evidence-based explanations. Participants also viewed science talks as essential and fundamental for engaging students in evidence-based explanations. Finally, participants demonstrated attention to scientific subject matter. These findings are discussed in terms of their implications for teacher education.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A