NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1038929
Record Type: Journal
Publication Date: 2013-Aug
Pages: 22
Abstractor: As Provided
Reference Count: 46
ISBN: N/A
ISSN: ISSN-1046-560X
Promoting Shifts in Preservice Science Teachers' Thinking through Teaching and Action Research in Informal Science Settings
Wallace, Carolyn S.
Journal of Science Teacher Education, v24 n5 p811-832 Aug 2013
The purpose of this study was to investigate the influence of an integrated experiential learning and action research project on preservice science teachers' developing ideas about science teaching, learning, and action research itself. The qualitative, interpretive study examined the action research of 10 master's degree students who were involved in service learning with children in informal education settings. Results indicated that all of the participants enhanced their knowledge of "children as diverse learners" and "the importance of prior knowledge" in science learning. In-depth case studies for three of the participants indicated that two developed deeper understandings of science learners and learning. However, one participant was resistant to learning and gained more limited understandings.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A